Chapter 6: Conclusions and Recommendations
6.5 Recommendations
In considering the findings as outlined above, the following recommendations are made in order to professionalise the process in place to select and appoint primary school principals within an Irish context:
1 Introduction of a competency framework
It is recommended that a competency framework is established and implemented to support the selection and recruitment of primary principals.
A competency framework will define the skills, knowledge and attitudes required to carry out the role of primary principal. It will provide guidelines for those involved in selection boards and standardise the process in place. This will provide greater transparency in the recruitment process.
A competency framework will also support succession planning. This involves identifying potential leaders early in their careers and encouraging them to develop their leadership skills. Potential leaders might be encouraged to enrol in courses for aspiring leaders, to take on leadership projects in school and to shadow current leaders.
A competency framework will support the development of training programmes for school leaders.
It is important that the process of establishing a competency framework is open and transparent and subject to regular review.
2 Mandatory Recruitment Training
It is recommended that training, as a pre requisite, for all persons involved in recruiting primary principals is mandatory.
To ensure consistency, fairness and transparency, all persons involved in the recruitment of primary principals must be trained appropriately in selection procedures. This involves board chairpersons and independent assessors undertaking recruitment training and updating that training at regular intervals.
3 Role of BOM in Recruitment Process
It is recommended that the role of the BOM in the process of selecting primary principals is expanded.
It Is important that all members of boards of management are aware of their legal responsibility for recruitment in schools. Board members should be more aware of their role and have a say in establishing criteria for the post of principal as well as being informed throughout the process.
4 Provision of HR Specialist Support
The provision of a centralised HR consultant or helpdesk should be made available to all selection boards involved in the recruitment of primary principals. This support should operate from an independent platform with a standardised approach to recruitment. Selecting a school leader is one of the most important decisions and appointments a school board will have to oversee and all assistance should be provided to those involved in the process.
6.6 Conclusion
In the intervening years since starting this research project, there have been developments in the 'leadership landscape' in primary education. In December 2015, the Centre for School Leadership Ireland (CSL) was established with the aim of providing support services for principal teachers. The centre provides a range of development programmes for school leaders, from pre-appointment training and induction/mentoring of newly appointed principals to continuing professional development throughout their careers. The establishment of the CSL would seem to indicate a recognition of the importance of the role
of school leader. This suggests that we are moving towards professionalising the role of the primary principal and must consequently professionalise the role of those charged with appointing principal teachers.
Further developments in the leadership landscape recently saw the introduction of a draft framework (See Appendix 17) by the Inspectorate as part of the School Self Evaluation (SSE) process. This SSE framework sets out the domains, standards and statements of practice for school leaders and primarily serves to deepen the culture and practice of self-evaluation. It was envisaged that the evaluation of school leadership and management would be included in the next phase of SSE. However, Hislop (2015:8) stated that he 'hopes that the framework will provide a set of national standards to inform not only inspection but also principals' self reflection and self-evaluation, the initial and continuing professional development of school leaders and indeed the recruitment process'. While this is a step in the right direction for professionalising systems in place for leadership development, including recruitment processes, it is still in draft format and needs to be further developed as a matter of need and urgency.
The concluding remark of the study must be given to the relationship between the church and the state. It is a relationship which places the Irish education system in an unusual, and at times difficult situation. The DES is charged with the implementation of accountability measures as part of the integrated plan for reform in education (2015:6). However, the DES has no legal responsibility for the recruitment of staff within the majority of schools at primary level, where the church retains ownership. The present system in place for recruiting primary principals is autonomous and an anomaly which leads to a lack of consistency, transparency
and accountability. It is a cause of confusion for all those involved in the recruitment process. Ireland is not the Catholic nation it once was and our education system needs to be more reflective of modern Irish society. The present system is grounded in tradition and history and it would seem that change will take time.
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