Teaching service recognised by DES means teaching service which the Department of – Education and Skills/ Education and Training Board (ETB) has recognised for incremental credit purposes. Introduction School leaders play a key role in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school community. It is generally accepted that the quality of school leadership is second only to effective classroom teaching, in having a crucial impact on student learning. Leadership in a school context, creates a vision for development leading to improvements in outcomes for learners, and is on shared values and robust evaluation of evidence of current practice and outcomes. In this way, leadership is distributed throughout the school as a key support for student learning. Any system of school leadership and management should build on and consolidate existing school leadership and management structures in schools in line with best practice as set out in The leadership model should align the responsibilities of senior ‘. (Principal/Deputy Principal) and middle leadership (post holders) more clearly to the identified needs and priorities of the school, underlining the range of responsibilities for various leadership roles and providing opportunities for teachers to develop their leadership capacity. Flexibility in identifying and prioritising the evolving leadership and management of the school and in assigning and re-assigning post holders to specific roles and responsibilities to meet the evolving needs of a school, is an essential feature of this school leadership model. This circular, the terms of which are applicable to all holders of posts of responsibility, comprehends the agreement of September 2016 and contains the following: Allocation of Assistant Principal posts. The enhancement of a distributed leadership model in post primary schools. The re-designation of the current post of Assistant Principal as Assistant Principal I and the current post of Special Duties Teacher as Assistant Principal II. Revised criteria for appointment to Assistant Principal I and II posts using a competency based model. Greater flexibility in relation to the assignment and re-assignment of roles and responsibilities to Assistant Principal I and Assistant Principal II posts holders appropriate to the level of the post. An appeals procedure confined to an alleged breach of procedures in the appointment process as set out in this Circular. Provision for reporting and regular review.
Teaching service recognised by DES – means teaching service which the Department of Education and Skills/ Education and Training Board (ETB) has recognised for incremental credit purposes. Introduction School leaders play a key role in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school community. It is generally accepted that the quality of school leadership is second only to effective classroom teaching, in having a crucial impact on student learning. Leadership in a school context, creates a vision for development leading to improvements in outcomes for learners, and is on shared values and robust evaluation of evidence of current practice and outcomes. In this way, leadership is distributed throughout the school as a key support for student learning. Any system of school leadership and management should build on and consolidate existing school leadership and management structures in schools in line with best practice as set out in ‘. The leadership model should align the responsibilities of senior (Principal/Deputy Principal) and middle leadership (post holders) more clearly to the identified needs and priorities of the school, underlining the range of responsibilities for various leadership roles and providing opportunities for teachers to develop their leadership capacity. Flexibility in identifying and prioritising the evolving leadership and management of the school and in assigning and re-assigning post holders to specific roles and responsibilities to meet the evolving needs of a school, is an essential feature of this school leadership model. This circular, the terms of which are applicable to all holders of posts of responsibility, comprehends the agreement of September 2016 and contains the following: Allocation of Assistant Principal posts. The enhancement of a distributed leadership model in post primary schools. The re-designation of the current post of Assistant Principal as Assistant Principal I and the current post of Special Duties Teacher as Assistant Principal II. Revised criteria for appointment to Assistant Principal I and II posts using a competency based model. Greater flexibility in relation to the assignment and re-assignment of roles and responsibilities to Assistant Principal I and Assistant Principal II posts holders appropriate to the level of the post. An appeals procedure confined to an alleged breach of procedures in the appointment process as set out in this Circular. Provision for reporting and regular review.
Circular%20Letter%203%202018.docx