School leadership
NORTHERN IRELAND
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
The 1987 Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) defines ‘principal’ and ‘vice-principal’ as “the teachers appointed to those posts in a grant-aided school.” According to this document, the principal is responsible for the internal organisation, management and control of the school. Other legislation, such as the 1986 Education and Libraries (Northern Ireland) Order and the 1998 Education (Northern Ireland) Order use the term ‘principal’, though it is not defined.
In Northern Ireland, the term ‘head teacher’ is also used to refer to school leaders; such as in the National Standards for Headteachers (NI Edition).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The National Standards for Headteachers (NI Edition) is the framework for professional development and action and to inform, challenge and enthuse serving and aspiring headteachers in Northern Ireland. The standards embody three key principles: that the headteachers should be 1) learning-centered; 2) focused on leadership; and 3) reflect the highest possible professional standards. The standards are used in the Performance Review and Staff Development Scheme, assist in the recruitment of headteachers, and guide school stakeholders on what should be expected from the role of headteacher. Also based on the National Standard for Headteachers, the National Professional Qualification for Headship (NPQH) is designed for school leaders who are, or are aspiring to be, a headteacher.
Additional roles and duties of principals are outlined in Education Orders and regulations, as well as the Scheme for the Management of Controlled Schools.
Roles
Setting expectations/objectives: The 1987 Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) state that the professional duties of the principal include “formulating the overall aims and objectives of the school and policies for their implementation.” The first key area of the National Standards for Headteachers (NI Edition), “Shaping the Future,” focuses on the strategic planning process for the school. Headteachers are expected to work together with the Board of Governors to create a shared vision and strategic plan which inspires and motivates pupils, staff, and all other members of the school community. The vision should be clearly articulated, shared, and understood and acted upon effectively by all. The headteacher works within the school community to translate the vision into agreed objectives and operational plans, setting and achieving ambitious, challenging goals and targets.
The key area “Managing the Organisation” also calls for the creation of an organisational structure, management systems, and improvement plans; taking into account national, regional, and local circumstances, policies, and initiatives.
Developing teaching and learning: The second key area of the National Standards for Headteachers (NI Edition), “Leading Learning & Teaching,” gives headteachers the responsibility of raising the quality of learning and teaching for pupils’ achievement. To do this, headteachers use data and benchmarks to monitor pupils’ progress. They establish creative, responsive, and effective approaches to learning and teaching, ensuring that learning is at the centre of strategic planning and resource management. Headteachers also “monitor, evaluate, and review classroom practices and promote improvement strategies.” The headteacher ensures a culture and ethos of challenge and support for the pupils. Principals may also conduct classroom observations and visits.
To ensure a personalised learning culture, the headteacher determines, organises and implements a diverse, flexible curriculum and implements an effective assessment framework. They utilise new and emerging technologies and are committed to “choice and flexibility” in learning. The key area “Managing the Organisation” states that the head teacher manages and organises the school environment efficiently and effectively. For example, they ensure that the range, quality, and use of all available resources is monitored, evaluated, and reviewed to improve the quality of education for all pupils and “provide value for money.”
Promoting collaboration: Two key areas of the National Standards for Headteachers (NI Edition) are relevant in promoting collaboration. The first, “Securing Accountability” focuses on headteachers’ responsibilities to their communities. Headteachers are accountable to a wide range of groups, including pupils, parents, carers, governors, and the employing body. They develop a school ethos which enables everyone to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility for outcomes. The key area “Strengthening Community” further builds on this, stating that headteachers should “work collaboratively at both strategic and operational levels with parents and carers and across multiple agencies for the well-being of all children”. They also “collaborate with other agencies, including other providers, the business and industrial world and independent careers services in providing for the academic, spiritual, moral, social, emotional and cultural well-being of pupils and their families.” The 1987 Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) also mention the principal’s responsibility for maintaining relationships with staff unions and associations, parents, other educational establishments, and other bodies. Specifically, they must make arrangements for parents to be given regular information about the school curriculum, the progress of their children, and other matters affecting the school.
Similarly, according to the Scheme for the Management of Controlled Schools, the principal is expected to promote regular communication between the teachers and parents of pupils; and initiate and maintain regular communication and consultation between themselves and teachers on the management of the school, curricular matters and on matters relating to the education, health and welfare and discipline of the pupils. Principals must also keep the Board of Governors regularly informed on these matters through their reports or when so requested by the Board of Governors.
Supporting staff development: The key area, “Developing Self and Working with Others,” is about building a professional learning community which enables others to achieve and supporting all staff to achieve high standards. To do this, the head teacher “develops and maintains effective strategies and procedures for staff induction, professional development and performance review.” Part of “Strengthening Community” also recognises the importance of developing the education community, such as through the sharing of effective practices. The 1987 Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) states that the principal is responsible for “ensuring that all staff in the school have access to advice and training appropriate to their needs, in accordance with the policies of the employing authority for the development of staff.” According to the Performance Review and Staff Development (PRSD) Scheme, teachers are annually assessed through at least two classroom observations.
Acting in accordance with the ethical principles of the profession: Part of “Developing Self and Working with Others” is that headteachers should treat people fairly, equitably, and with dignity and respect to create and maintain a positive school culture. Headteachers are also expected to follow the Seven Principles of Public Life, which apply to anyone who works as a public office-holder. These principles include: selflessness, integrity, objectivity, accountability, openness, honesty, and leadership.
Others: The 1987 Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) state that principals may participate in the teaching of pupils at the school, including the provision of cover for absent teachers.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The National Professional Qualification for Headship (NPQH) is designed for school leaders who are, or are aspiring to be, headteachers. The new NPQs are not mandatory or binding. However, they are nationally recognised and teachers and school leaders are being encouraged to complete them as part of their ongoing continuing professional development. According to the 1998 Education (Northern Ireland) Order, the Department of Education makes regulations regarding the eligibility of persons to be employed as principals of grant-aided schools. Teachers in grant-aided schools (including state schools) are required to be registered by the General Teaching Council for Northern Ireland (GTCNI).
Appointment decision
The Education Authority is overall responsible for the appointment of principals, vice principals, and teachers in controlled schools. The 2017 Teaching Appointments Scheme for Controlled Schools (updated in 2020), issued by the Education Authority sets out the policy and procedures for the recruitment and selection of all teaching staff employed by controlled schools in Northern Ireland. This includes principal and vice principal posts, and all permanent teaching posts.
Principals are selected by a specific selection panel who first meet to discuss the job description and criteria for the post. The Membership and Teaching Appointments Committee shall, on behalf of the Education Authority, make appointments to posts of principal, vice principal and teacher in controlled schools. Two assessors, who are serving principals with minimum of three years’ experience, must be placed on the selection panel but do not have voting rights. Interviews are then conducted with those shortlisted. Boards of governors are responsible for carrying out the procedure for recommending the appointment of principals, vice principals and teachers; including the shortlisting and interviewing of applicants, and undertaking or overseeing (as appropriate) any other assessment methods that may be used as part of the selection process. Boards of governors are additionally responsible for identifying and advertising principal vacancies, after contacting the Education Authority. The successful applicant will be recommended to the governor and notified. The final appointment of a principal is authorised by the relevant Employing Authority after all necessary pre-employment checks.
Employment equity measures
Equal opportunity measures are mandated through legislation in Northern Ireland such as the Fair Employment and Treatment Order (Northern Ireland) 1998 (as amended), Sex Discrimination (NI) Orders as amended 1976 & 1988 (as amended), Race Relations (NI) Order 1997 (as amended), Disability Discrimination Act 1995 (as amended), and the Employment Equality (Sexual Orientation) Regulations (NI) 2003. The Teaching Appointments Scheme outlines all relevant legislation eliminating unlawful discrimination during the selection process for principals, vice principals, and teachers; including for discrimination against job applicants, discrimination against employees, liability for discriminatory actions, direct discrimination, indirect discrimination, disability-related discrimination, harassment, and victimization. Where possible, selection panels should also include persons of different gender. However, information on specific equity measures could not be found.
Working conditions
The 1997 Teachers' (Eligibility) Regulations (Northern Ireland) states that teachers must be above the age of 20. New principals should be paid on the base point of the Individual School Range, set by the school’s relevant body. Salary progression is based on performance. The Department of Education has prepared Guidance to Boards of Governors on leadership pay. Pay ranges from £47,381 to £117,497. The 1987 Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) state that principals must have a daily 30-minute break during midday. Employees are entitled to receive a statement of their employment particulars within two months of starting work. The statement includes the main employment terms, job description, pay, hours of work, and any disciplinary or grievance procedures. Other contractual changes, and agreed schemes and procedures, are normally issued by the employing authorities/employer representative bodies. If it is appropriate, principals may participate in the teaching of pupils at the school, including the provision of cover for absent teachers.
2.3. Leadership preparation and training
Pre-service training
The Professional Qualification for Headship (Northern Ireland) is considered the pre-service training for head teachers. Applicants should already have a Northern Ireland Teacher’s Reference number and be in a school leadership role. Entry into the programme requires an online application with evidence of expertise and experience across the six key areas in the National Standards for Headteachers (Northern Ireland Edition). If successful, the applicant completes a Personal Development Record (PDR) and a 360° diagnostic questionnaire which helps determine their own personal pathway during the 6-12 month training. Activities include placement, peer learning, work-based learning, development events, one-on-one coaching, and a range of learning materials. Placements in different schools and contexts for up to 5 days provide opportunities for trainee headteachers to further develop their leadership expertise gain insights into unfamiliar contexts and experience different leadership styles. This includes undertaking a leadership task for the placement school which reflects the school’s priorities and potentially adds value to the school, enabling trainee headteachers to conduct an audit of provision, prepare and present a report to senior leadership and/or governors, and practice communication skills with colleagues outside their own school setting. Trainee headteachers present a portfolio of evidence to a Graduation Board. After the successful panel interview, trainee headteachers may be awarded the Professional Qualification for Headship (NI).
The Education Authority has additionally developed the Senior Leadership Pathways Programme, underpinned by leadership competencies, for new and aspiring senior leaders. It is part of the leadership continuum of professional learning and provides teachers with a pathway to leadership. The programme aims to develop the knowledge and understanding of senior leaders in relation to the systems and processes that lead to school improvement, whilst also providing them with an opportunity to develop appropriate leadership behaviours and skills which empower them to lead impactful and positive change in their setting. The learning takes place using a hybrid model of facilitation with three self-directed online webinars and two full day in-person professional learning workshops. Participants have the option of online/in-person facilitation for their final presentation. Themes include vision and values; developing self and working with others; leading learning and teaching; leading and managing change; and building professional learning communities.
Induction and in-service training
The Education Authority provides a year-long induction training programme for first-time principals to help support them in meeting the strategic demands of the role. The programme is complemented by a mentorship programme where all newly appointed principals have a principal mentor. The program takes place using a hybrid model of face-to-face and online modules, facilitated by personnel from a range of Education Authority directorates and the Education and Training Inspectorate. Leadership and management issues covered include: finance and LMS; human resources; legal issues, SEND implementation; working with governors; leading ethos; leading and managing change; and leading learning with ETI.
The key area, “Developing Self and Working with Others,” in the National Standards for Headteachers (NI Edition), emphasizes self-review and development. Head teachers are expected to develop and maintain a culture of high expectations for themselves and take appropriate action when performance is unsatisfactory. They regularly review their own practice, set personal targets, and take responsibility for their own personal development. Principals are additionally provided with ongoing training to support their understanding of the principal process and how to fulfil their role. This includes a 1:1 coaching program developed by the Education Authority, where each participating principal is provided with seven hours of one- to-one coaching over a 12 to 18-month period, focusing on building and sustaining their resilience and leadership capacity. The School Leader as Coach programme is additionally designed to equip school leaders with the skills and confidence to utilise coaching as a leadership tool that helps develop and improve the performance of staff, the quality of learning and teaching and ultimately raise the standards achieved by all pupils. It includes 3 workshops, participation in action-learning sets, and engagement in self-directed learning. Principals are also required to take several courses dictated either by legislation or determined by the Education Authority.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 1986 Education and Libraries (Northern Ireland) Order, schools must have a Board of Governors. Members, at minimum, should include the principal (who participates but has no voting rights), four members nominated by the transferors and superseded managers of the school, two members elected by parents, two chosen by the school’s authority, and one elected by the teachers at the schools. The board is usually reconstituted every four years when members complete their term of office. Members may be reappointed or replaced. The membership and responsibilities of boards of governors are additionally regulated by the 1989 Education Reform (Northern Ireland) Order.
The board is responsible for the hiring and dismissal of teachers; managing the school finances; setting the school’s vision, aims, plans and policies; establishing and maintaining the school’s ethos; monitoring and evaluating school performance; curriculum planning; and pupil care. Various training is also available for governors.
3.2. Middle leaders
The Department of Education is currently working on developing a new competence framework for leadership at all levels. Once teachers begin to actively support learning beyond their individual classroom, they may progress to the stage of middle-learning leaders. The Steps into Leadership programme has been developed by the Education Authority for new and aspiring middle leaders as part of the leadership continuum of professional learning, providing teachers with a pathway to leadership. The programme is designed to build the capacity of new or aspiring middle leaders to lead impactful and positive change in their school setting. This year-long professional learning program includes a school-based improvement project, providing teachers with the opportunity to put professional learning into practice. It comprises six online modules, including themes in vision and values; developing self and working with others; leading learning and teaching; leading and managing change; and building professional learning communities.
Teachers in large schools may serve as departments or heads of faculties. Teachers can rank between five levels of teaching. The higher levels require more responsibilities that may include leadership roles, managing or developing a subject or curriculum area, leading pupil development across the curriculum, or leading other staff members. This is reflected through increased pay.
3.3. Parents
National laws, policies, strategies or frameworks do not set up mandated Parent Teacher Associations (PTA), though many schools have one and parents are encouraged to set up their own PTA if their school does not have one. The national council of PTAs, Parentkind, is active in England, Wales, and Northern Ireland. According to Parentkind, “a PTA is a group of volunteer parents and teachers who work together to make their school a better environment for children to learn. They raise extra funds through a wide range of fun and creative initiatives, events, and much, much more.”
3.4. Students
The 2009 policy, Every School a Good School encourages pupil engagement in schools. Circular 2014/14 on Pupil Participation provides guidance for principals and Boards of Governors on how to encourage pupil participation in decision making in schools. One of the recommended methods is a school council. The circular details instructions on how to establish a school council and the role of school personnel in supporting the ongoing development of school councils. For example, principals may facilitate the holding of elections. The Boards of Governors may provide training for pupils who take part in the school council and draw up the rules establishing the council such as election of members.
While Northern Ireland does not mandate the creation of school councils, the Department of Education does encourage schools to adopt school councils and recommends doing so through the 'Democra-School' programme developed by the Commissioner for Children and Young People (NICCY).
4. Governance
4.1. Autonomy of school leaders
According to the National Standards for Headteachers (NI Edition), the head teacher is responsible for “managing the school’s financial and human resources effectively and efficiently.” They help to recruit, retain, and deploy staff members. The 1987 Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) state that the professional duties of a principal include “participating in the selection and appointment of the teaching and non-teaching staff of the school. It also states that the principal is responsible for “determining, organising, and implementing an appropriate curriculum for the school, having regard to the needs, experience, interests, aptitudes, and stage of development of the pupils and the resources available to the school.” The 2006 Education (Northern Ireland) Order states that it is the duty of the Board of Governors and principal of every grant-aided school to secure the curriculum for the school. The National Northern Ireland Curriculum is mandated; however, the school is free to offer additional subjects on topics of their choice. The school’s curriculum must be balanced and broadly based; promote the spiritual, emotional, moral, cultural, intellectual and physical development of pupils at the school and thereby of society; and prepare the pupils for the opportunities, responsibilities and experiences of life by equipping them with appropriate knowledge, understanding and skills.
4.2. Assessment and accountability of school leaders
The 1987 Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) states that principals must participate in any scheme of staff development and performance review of principals. They must also participate in the identification of areas in which they would benefit from further training and undergoing such training. The Performance Review and Staff Development (PRSD) Scheme applies to all principals and teachers employed in grant-aided schools in Northern Ireland. It provides a continuous and systematic process to support principals and teachers with their professional development and career planning. Principals are reviewed annually by two members of the school’s Board of Governors. The review process has three stages. First, the principal and reviewers meet to agree and record three objectives for the year ahead, reflect on possible outcomes and agree on how to keep progress under review. The three objectives of the principal should cover the areas of leadership and management, pupil and curriculum development, and personal and professional development of the principal. The objectives should relate to the School Development Plan and be informed by the National Standards for Headteachers (NI Edition) and the Department of Education’s Corporate Goals. Throughout the year, the principal and reviewers will meet at least once to keep progress and take any supportive actions needed. During this time, there should also be two periods of task observation. If the principal has a significant teaching role, this may include a period of classroom observation. At the end of the year, the principal and reviewers meet again to review achievements and discuss overall performance against the agreed objectives. They can then agree on an action plan and objectives for the incoming year. The resulting Review Statement is provided to the chairperson of the Board of Governors.
4.3. Teacher assessment by school leaders
Head teachers do assess the performance of their staff, according to the National Standards for Headteachers (NI Edition). The 1987 Teachers’ (Terms and Conditions of Employment) Regulations (Northern Ireland) states that principals participate in the performance review of teachers who teach in the school. They also provide information about their work and performance. According to the Performance Review and Staff Development (PRSD) Scheme, principals appoint the reviewer of teachers who may be a middle leader. In smaller schools, the principal is the reviewer.
