1. Professional Development for School Leadership: An Irish Perspective
21st Century Leadership
Professional Development for School Leadership: An Irish Perspective
Icebreaker- ‘Getting clear and handling baggage’-
Purpose : Enables participants to get focused at start of session so that they freely and effectively take part in the process.
Form pairs and share anything that might get in your way including anything that happened before coming to the session.
Write down key words which symbolize your concerns and upsets and put them into a bag.
Tell participants that they can have them back at the end of the session- they can retrieve their baggage on the way out.!
Objectives of Session
What is EI? – Explain concept simply- origins, development etc definitions
Why it’s important - there is an intelligence based on emotion, and people who have this capacity ( results of research) are less depressed, healthier, more employable and have better relationships. Modern research shows that EI competencies are the key differentiators between typical and outstanding performers.
Impact on leadership – better decision making, enhanced self-awareness so they bring out the best in everyone – Goleman (2002) calls this effect resonance. Competencies needed for effective leadership.
Barriers to EI - some tips for conflict.

2. Irish Education System
21st Century Leadership
Second Level
(12 – 18/19)
First Level
(4-12)
3, 300 schools:
26,039 Teaching Posts
70+ % Teaching Principals
8 year groups or classes
98% attend state funded schools
National Curriculum
745 Schools: 24,811 Teachers
Secondary, Vocational, Community/ Comprehensive
95% are state funded
 Prescribed Curriculum
2 Key State Public Examinations

3. LDS Guiding Framework
21st Century Leadership

4. Current Provision 6 Residential Programmes:
21st Century Leadership
6 Residential Programmes:
Misneach: Newly Appointed Principals
Forbairt: Experienced Principals & Deputy Principals as Team
Tánaiste:Newly Appointed Deputy Principals
Cumasú: School Leaders in Challenging Environments
Cothú: School Leaders in Special Schools
ISL: In-School Leadership - some at pilot stage
Non Residential Programmes:
Spreagadh: First Level Principals
One Day Seminars
Coming on Stream:
Aspirant Programme

5. Strengths Practitioner Led Values Driven Supported Environment
21st Century Leadership
Practitioner Led
Values Driven
Supported Environment
Collaborative Approach
Voluntary Participation
Residential
Work on EI is not new – Aristotle on Anger Management : “Anyone can be angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose and in the right way- that is not easy”
Emotional Intelligence is another kind of ‘smarts’- EI the term given to this alternative understanding of intelligence, has been popularized in both the mainstream and business media by Daniel Goleman via his book Emotional Intelligence
It is connecting at a fundamental level with those around us – it emerges from the working of the heart
Emotions have long been considered of such depth and power that in Latin, for example, they were described as moutus anima, meaning literally ‘the spirit that moves us’ – they are neither positive nor negative –rather they serve as the single most powerful source of human energy, authenticity and drive that can offer us a wellspring of intuitive wisdom. – shapes trusting relationships
The key idea behind EI is that our emotions make us smarter
To be emotionally intelligent, emotions must enhance and assist our thought processes in some meaningful way - not just influence them.
Understanding our emotions provides us with info about what makes people tick.
Understanding others begins with understanding oneself.
EI emerges through relationships

6. Challenges Voluntary - Mandatory Theory - Practice Needs – Wants
21st Century Leadership
A Coherent Programme of CPD
Teaching Principalship
Personalization of Professional Learning
Making a Significant Difference in Schools
Empowering the Professional Voice through Practitioner Generated Theory
Learning from others outside the Educational Box
Multicultural Ireland
Voluntary - Mandatory
Theory - Practice
Needs – Wants
Practitioner –Academic/Researcher
Think, pair and share.
CHARACTERISTICS of an effective school leader. Flip Chart- record.

7. 21st Century Leadership
Leadership is a process of influence leading to the achievement of desired purposes . It involves inspiring and supporting others towards the achievement of a vision for the school that is bases on clear personal and professional values.
(Management is the implementation of school policies and the efficient ad effective maintenance of the school’s current activities.)
Earley, P &P.13
Leadership is a concept that is very much in the ascendancy not only in ….virtually every state department in advanced countries passed new policies for developing and certifying educational leaders. However a decade or so ago the dominant training and development discourses were management focused.
P.14:
The emerging model or theory of leadership that underpins current discourse..is one of transformational and instructional leadership or more recently ‘learning-centred’ leadership (Southworth 2003)
These forms of leadership focus less on the leader and more on the sharing of leadership throughout the organisation ;
It is inclusive leadership – distributed throughout the school.
Transformational Leaderhsip: Vision / Establishing commitment to agreed goals / providing intellectual stimulation / offering individualised support / explicating and encouraging high expectations – Transformational leaders develop the capacity to innovate…
Needs to be complemented by Instructional leaderships….assumes that the critical focus of school leaders should be the behaviours of staff as they engage in activities directly affecting the quality of learning and teaching …..responsibility is shared and the head is no longer the sole instructional leader but the leader of instructional leaders…
Therefore the modern conception of leadership in schools focuses strongly on learning and…. developing leadership capacity
Senge: leaders come from many places in the organisation