Emerging Leaders Forum

Session 4: Oide, Ireland: Supporting Emerging Leadership in Ireland – current practice and future challenges (Páiric Clerkin)

Sustainable Leadership and Reform

The IPPN is actively working on development plans that are based on a sustainable leadership report. This report was published last year and highlights the need for various reforms in the Irish education system, particularly in the area of leadership.

Importance of Terminology

The presentation argues for the use of the term “school leader” as opposed to “principal” and “deputy principal.” This change in terminology is aimed at promoting the concept of shared leadership and reducing the reluctance among educators to take on leadership roles.

Systemic Challenges

Páiric points out that the current system often only communicates with the principal, which undermines the concept of shared leadership. He also mentions the prevalence of “acting” principals and deputy principals who are hesitant to drop the term “acting,” thereby undermining their authority and roles.

Empowerment and Collective Accountability

Effective leaders, according to Páiric, empower their teams by highlighting their colleagues’ achievements rather than their own. He advocates for a shift from individual to collective accountability, where the focus is on team achievements.

IPPN Head Start Program

This program is specifically designed to support newly appointed school leaders in building positive relationships within their institutions. The program is part of IPPN’s broader efforts to focus on emerging leaders in the education sector.

Overview of IPPN

The Irish Primary Principals Network is a charitable organization that supports 3,500 schools in Ireland. About 96% of primary school principals and deputy principals are members. The network offers various supports like mentoring, online forums, and conferences to help school leaders.

Centre for School Leadership

This center collaborates with IPPN and offers a range of services, including continuous professional development (CPD), mentoring, coaching, and induction programs for aspiring, new, and experienced school leaders.

Future Plans and Initiatives

Páiric mentions that there are plans to expand the IPPN Head Start Program to include deputy principals. They are also planning to organize a shared learning day where both the principal and the deputy principal can attend together.

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Brian O’ Doherty:

Reflections on Prior Talks and Their Relevance to Sustainable Leadership

• Anna: Brian appreciates Anna’s data-driven approach, emphasizing that sustainable leadership requires data not just for its own sake but to provoke meaningful questions about future directions.
• Wendy: Wendy’s insights into service design in schools are acknowledged as crucial for creating sustainable systems within educational institutions.

The Crisis in Leadership Sustainability

• Authenticity and Effectiveness: Brian underscores the importance of authenticity as a cornerstone for sustainable leadership. He also touches on the need for effective leadership as a long-term commitment, not just a contractual obligation.

The Reluctance to Lead: A Barrier to Sustainable Leadership

• Limited Numbers: The reluctance to assume leadership roles, especially in schools, is identified as a significant barrier to sustainable leadership. This manifests in a limited number of applicants for principal positions.
• Limited Preparation: The lack of adequate preparation for leadership roles is another hurdle. Those who are appointed often have not had the training or experience to sustain leadership roles effectively.
• Limited Experience: The limited prior experience in leadership among newly appointed principals further exacerbates the sustainability issue.

Empirical Data: The State of Leadership Sustainability

• Applications: Brian shares data showing that the average number of applications for a principal role is just 5.5, with 27% of schools receiving three or fewer applications. This scarcity of candidates poses a challenge to sustainable leadership.
• Deputy Principals: In 68% of cases, deputy principals, who are often the next in line for leadership, did not apply for the principal role, indicating a lack of sustainability in leadership progression.
• Internal Applicants: Despite being a minority among applicants, internal candidates have a 50% success rate, raising questions about whether internal promotions contribute to or hinder leadership sustainability.

The Importance of Preparation for Sustainable Leadership

• Educational Qualifications: Only 15% of newly appointed principals had a master’s degree in leadership, and 35% had a postgraduate diploma in school leadership. The lack of advanced educational preparation is a concern for long-term leadership sustainability.

The Irish Context: A Case Study in Leadership Sustainability

• Brian points out that Ireland has significant challenges in achieving sustainable leadership in education. The country is far from having a robust system for cultivating and supporting sustainable leadership.

Mission and Goals: The Path to Sustainable Leadership

• IPPN’s Mission: Organizations like IPPN aim to enhance leadership capacity, effectiveness, and sustainability. Brian argues that unless the practice and experience of leadership are addressed, efforts to cultivate sustainable leadership will fall short.

Call to Action

• Brian emphasizes the urgent need for a pipeline of highly capable, well-prepared emerging leaders. He argues that a focus on sustainable leadership is central to the mission of educational organizations and is crucial for the long-term success of educational systems.

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