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NAPD tells Principals and Deputies to make sure to take a break this summer

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Director Paul Crone said “Principals and Deputies need to prioritise their own wellbeing this summer, the demands of school leadership are huge and the initial results of our survey provides the evidence that burnout and stress are real concerns for school leaders”

Two thirds of school leaders experiencing burnout due to stress in 2022, new survey reveals

  • New wellbeing survey finds that 39% of primary and post-primary school leaders were diagnosed with stress related medical conditions in 2022
  • 40% of school leaders reported requiring prescription medication in 2022 compared with 18% in 2015
  • The survey indicates school leaders are working on average 53 hours per week over the full year
  • 30% of school leaders state administration is taking up most of their time
  • Commenting, Paul Crone, Director of the NAPD said: “School leaders have borne the brunt of an overbearing level of school administration for many years now, and it is no surprise to me the level of stress and burnout among the profession. What is most concerning is the high levels of school leaders seeking medical attention due to the stress their roles create for them.”

School leaders have experienced a steep decline in wellbeing since 2014, with 39% of primary and post-primary Principals being diagnosed with stress-related medical conditions in 2022, according to new NAPD research.

The three-year longitudinal study, which aims to offer policy insights to the Department of Education, is being led by Professor Philip Riley of Deakin University, Melbourne, and his research team: Dr. Ben Arnold, Dr. Mark Rahimi and Dr. Marcus Horwood.

The research surveyed primary and post-primary school leaders and was conducted on behalf of the National Association of Principals and Deputy Principals (NAPD) and the Irish Primary Principals Network (IPPN).

The longitudinal data shows disproportionate levels of stress amongst school leaders, with 29.5% reporting burnout, 28.2% reporting difficulty sleeping, 23.6% reporting higher than average stress levels, and 11.5% reporting depressive symptoms.

School leaders cited the sheer quantity of work they undertook, the lack of time spent on teaching and learning, and teacher shortages as the main sources of stress in the workplace.

Comment

Paul Crone, Director of the NAPD said, “School leaders have borne the brunt of an overbearing level of school administration for many years now. The level of stress and burnout in the profession will come as little surprise to those working in the education system. What is most concerning is the high levels of school leaders seeking medical attention due to stress.  These stress levels have been particularly acute in light of the many challenges posed by the Pandemic.

“The NAPD calls on the Department of Education and the Minister for Education to recognise the great service school leaders offer their school communities and take these findings on board, so that we can collectively find a way to alleviate this immense stress and workload.

“The recruitment and retention of school leaders remains a key challenge in the post-primary school sector and today’s research is further evidence of why schools are struggling to attract and retain high calibre school leaders.

“We hope the Minister and her Department will continue to engage with us, so together we can find adequate policy responses and ensure our school communities do not collapse due to a lack of candidates. Education in Ireland is among the best internationally, and school leaders play a crucial role in the integrity of that system.”

ENDS

For media queries, contact:

Macdara Ó Móráin | macdara.omorain@finnpartners.com | (086) 087 3387

Paddy O’Dea | paddy.odea@finnpartners.com | (086) 357 3365

Additional information

Irish Principals’ and Deputy Principals’ Health & Wellbeing Survey, 2022

The Principal Health and Wellbeing Survey 2022 is a confidential survey, independent of all employer groups, professional associations, and unions. It is for all school principals and deputy principals of both primary and post primary in Ireland.  The survey is commissioned by the National Association of Principals and Deputy Principals (NAPD) and the Irish Primary Principals’ Network (IPPN). The research is being led by Professor Philip Riley (Deakin University, Melbourne) and his research team (Dr. Ben Arnold, Dr. Mark Rahimi and Dr. Marcus Horwood). Professor Philip Riley also led the 2014/2015 Principals’ and Deputy Principals’ Health & Wellbeing Survey.

After over a century of dogmatic rote learning, it is time to bring in 21st-century education’ – NAPD symposium

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After over a century of dogmatic rote learning, it is time to bring in 21st-century education’ – NAPD symposium

The theme of the symposium is ‘Senior Cycle Reform-Carpe Diem – ‘Exploring our vision for Senior Cycle’

  • Contributors to include Niall Muldoon, Ombudsman for Children, Selina McCoy, ESRI, and Anne Looney, DCU Institute of Education;
  • NAPD comment: “we must ask ourselves two important questions: what have we learnt about our education system in the last two years and what do we value now more so than before”

‘After over a century of dogmatic rote learning, it is time to bring in 21st-century education, according to NAPD director, Paul Crone, speaking in advance of the NAPD 2022 Symposium.

The National Association of Principals and Deputy Principals (NAPD) is hosting its annual Symposium today (1 March) in the Marker Hotel Dublin.  The theme of this year’s symposium is Senior Cycle Reform-Carpe Diem – ‘Exploring our vision for Senior Cycle’.

There is a broad consensus in the school community that senior cycle reform needs to happen.  However, Mr. Crone argues that before we can implement any reforms, we must first ask ourselves two important questions: what have we learnt about our education system in the last two years and what do we value now more so than before?

The symposium will seek to address these questions and will feature contributions from amongst others, NAPD President Rachel O’Connor, Dalton Tatton, Assistant Secretary in the Department of Education, Niall Muldoon, Ombudsman for Children, ESRI Associate Research Professor, Selina McCoy and DCU’s Executive Dean at the Institute of Education, Anne Looney.  The symposium will be chaired by former Irish Independent education editor John Walsh.

Intelligent students failing to excel in rigid system

Speaking on this theme of reform, Mr Crone argues that fundamental skills such as resilience and communication are not captured by the current architecture of post-primary learning, despite the high value and demand for them in our modern world.

“Many clearly intelligent students are unable to excel in our rigid education system. The introduction of skills-based learning as an addition rather than complete alternative will allow for a more flexible system that can respond to the demands and aptitudes of students. It will focus on their skills and not their deficiencies, and value their strengths as well as improve their weaknesses.”

Vision for education

According to Mr Crone: “We have seen the successes education reform has brought us in the past, including the Leaving Certificate Applied and Junior Cycle Key Skills. We will see the success of the apprenticeship programmes in the near future. Now let us utilise this blank slate moment to implement further reforms to bolster the system.

“This requires a new vision for education in Ireland, one based on the individual, their aptitudes, and what they can bring to society. When we value each individual, we create for them an environment in which to discover their abilities and skills and flourish. This will encourage students to lead their own education and encourage independent learning.”

ENDS

The 9th Annual Creative Engagement Exhibition.

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The 9th Annual Creative Engagement Exhibition will be held online March 3-5.  It will be formally opened by NAPD Director Paul Crone, 9.30 March 3rd.

Creative Engagement is the longest-running arts in education programme in second-level schools in Ireland. It is an initiative of the National Association of Principals and Deputy Principals. The programme is part of the Creative Youth initiative which is Pillar 1 of Creative Ireland.

The event represents an important landmark in the calendar for educationalists and artists in the education sector, where schools exhibit the wide range of arts in the programme and display best practice in arts provision for young people. Against a background of a pandemic and lockdowns, the resilience of students, teachers and artists is manifest and celebrated in the exhibition.

This year again NAPD Creative Engagement has moved online to ensure accessibility for all audience members as per government guidelines.   The programme has been supported by grant funding from the Department of Education and the Department of Tourism Culture Arts Gaeltacht Media and their forerunners since 2005.

To register for the event https://hopin.com/events/creative-engagement-annual-art-exhibition-46d84a96-c470-492e-ab79-80fc6c31c5ea

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NAPD celebrates Gaisce’s 35th Anniversary with ‘Bulbs For Bees’

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NAPD celebrates Gaisce’s 35th Anniversary with ‘Bulbs For Bees’

 

NAPD would like to thank every member who has helped Gaisce – The President’s Award spread the word about the Award’s 35th anniversary in Ireland by taking part in #BulbsForBees campaign – the largest pollination initiative ever seen in Ireland – and it’s still growing….pun intended!

 

To date, over 600,000 bulbs have been distributed nationwide.

 

If you would like to take part and secure bulbs, you can purchase some in the coming days and over this weekend at your local garden centre. Make sure to check before purchase that the bulbs are pollinator-friendly, as they are the ones we need to plant to support the wild bee population across Ireland into Spring 2022.

 

We are encouraging everyone now to ensure that the bulbs you have to hand are planted before next Thursday, 21st of October, and also to make sure you sign up for your special commemorative Gaisce Award certificate.

 

So make sure to:

  1. Plant your pollinator friendly bulb: this is a no-waste campaign!
  2. Post on your social media, tagging @GaisceAward and using #BulbsForBees, and you could win a wonderful prize pack!
  3. Submit a photo of planting your bulbs to the photo competition – competitions@gaisce.ie by next Thursday, October 21st [all ages and individuals from all locations in Ireland can submit]
  4. Sign up for your very special commemorative Gaisce certificate now.

 

President Michael D. Higgins has issued a special note of thanks to all who participated so far:

 

“The provision of a diverse assortment of flowering plants, which will encourage native species in our landscape, is yet another important action in our work to conserve our environment in all its diversity. By planting a pollinator friendly bulb this Autumn, you will be making your own significant contribution to this important work, and to enabling the urgent change that we must achieve for our generations and generations to come. I thank all those who will partaking in this special Gaisce challenge and who, by doing so, make a profound statement of their real desire to protect the life we share on this planet.

 

This campaign has been possible with support from the Department of Children, Equality, Disability, Integration and Youth, as well as An Post and the Irish Local Development Network.

 

Gaisce is by it’s mission a self-development organisation supporting young people between 14-25 across Ireland to dream big, and realise their potential. On this occasion, Gaisce wanted to celebrate the mark these young people have positively had on society by stepping up on climate change and sustainability as an organisation – because they demand it and we know we can all play our part.

 

www.gaisce.ie/BulbsForBees

#BulbsForBees

@GaisceAward

 

Commenting on the measures announced for the education sector as part of Budget 2022, Paul Crone, Director, National Association of Principals and Deputy Principals

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Media Statement

 

Commenting on the measures announced for the education sector as part of Budget 2022, Paul Crone, Director, National Association of Principals and Deputy Principals said:

“Today’s education Budget was a missed opportunity by the Government to set about improving learning outcomes for students in the post-primary sector, most of whom have endured a disrupted two years of learning due to Covid.

“We welcome the Government’s announcement of the provision of a further 1,165 SNA positions and 980 special education teachers. This provision represents a positive start to support schools in addressing the complex needs of those students in need of such supports. It is vital now that such additional roles are filled for this impact to be realised. Similar headline commitments were made by the Government in Budget 2021, but to date, these vacancies have yet to be filled.  Therefore, it is critical that the necessary Departmental resourcing and energy is directed to meeting these recruitment goals.

“The NAPD welcomes the €50m allocation in Budget 2022 for technology enhanced learning. The experience of the pandemic has demonstrated a clear need for investment in both ICT infrastructure and supporting school communities in the uptake and use of same.

“We welcome the positive announcement of the expansion of the DEIS scheme, which will help support the most vulnerable students in our society and we commend the Minister on her continued commitment to the scheme.

“We have called on the Minister to address the growing crisis that is the lack of substitute teachers available to schools and call the Government to increase investment in this area to ensure schools are adequately resourced to provide cover for teachers who may take leave for any number of reasons including sick leave, an issue which has become more prevalent during the pandemic.

“Finally, this Budget does little to address the growing crisis in the recruitment and retention of principals in the post-primary sector. School leaders have been overburdened and overwhelmed by administrative duties, which have grown year-on-year, preventing them from focusing their energies on leading learning and education within the school community.”

ENDS

Principals congratulate the 61,500 students receiving Leaving Cert results today

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Principals congratulate the 61,500 students receiving Leaving Cert results today

  • Comment from Paul Crone, Director of the National Association of Principals and Deputy Principals (NAPD): “The Leaving Cert class of 2021 has shown great resilience and reserve over the past two years culminating with the results of their hard work today. It marks a very special moment in their young lives.”

 

The Director of the National Association of Principals and Deputy Principals (NAPD), Paul Crone, has offered his congratulations to Leaving Certificate students receiving their exam results today and has wished them well as they embark on further and higher education or enter the world of work.

Mr Crone said: “The Leaving Cert class of 2021 have successfully navigated a uniquely challenging 18 months of learning, due to the pandemic.  In addition to adapting to the demands of remote learning, our senior cycle students have had to forgo many of the traditional rights-of-passage that make our school years so memorable.

“Therefore, on behalf of Irish principals, deputy principals, and the NAPD, I would like to congratulate all those students receiving their Leaving Certificate results today.  Today’s results represent the culmination of two years of hard work, dedication and resilience from our students and the wider school community. Their achievements should be celebrated, and the support of their families recognised.

“This year’s Leaving Certificate grading was undertaken via an ‘accredited grading’ system, coupled with the option of sitting a traditional written Leaving Certificate examination.  In doing so, the assessment process offered students the best of both worlds, and this is something we hope to build on going forward, as we turn our attention to senior cycle reform.

“Finally, for those students who have been fortunate enough to match or exceed their expectations, today is a happy and very affirming conclusion to their second-level schooling and a launchpad to further and higher education or other career opportunities.

“For others who may be disappointed, I would encourage them to remain positive.  Thankfully, there are more pathways than ever before into further and higher education and their chosen career paths beyond.  By extension, today’s employers are becoming increasingly open to sourcing talent from non-traditional disciplines and this development should be welcomed.

“As our students seek to celebrate this important milestone in their young lives tonight and this weekend, I encourage all to remain safe and to adhere to Covid-19 guidelines”

ENDS

For media queries:

Barry Murphy / barry@weare360.ie / 087 266 9878

Macdara Ó’Móráin / macdara@weare360.ie / 086 087 3387

“Well rounded, resilient and compassionate” class of 2021 wished well by school leaders as Leaving Cert exams begin

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“Well rounded, resilient and compassionate” class of 2021 wished well by school leaders as Leaving Cert exams begin

  • “The class of 2021 will go down in the history books as one which faced and overcame unprecedented challenges due to Covid-19. School leaders, teachers, their families and their peers are immensely proud of their achievements thus far and we wish them every success in their exams and all their future endeavours.” – Clive Byrne, Director, National Association of Principals and Deputy Principals;
  • The Senior Cycle this year’s 6th Years have experienced has been far from typical with school closures, remote learning and social distancing challenges faced and overcome in the past 14 months;
  • School leaders encourage students to believe in their ability, avoid the points “rat race” and remember the multiple pathways to their chosen career that lay ahead.

Clive Byrne, Director, National Association of Principals and Deputy Principals (NAPD) has wished the 52,000* students beginning their Leaving Certificate written exams today, Wednesday, 9 June, well. Commenting on the exams, he said:

“On behalf of all school leaders, I would like to extend my best wishes to our 6th Year students beginning their examinations today. The past school year has been extremely challenging, and all students should be immensely proud of reaching this milestone.

“The past 14 months have seen school closures, remote learning and Covid-19 precautions that affected every part of the school community, not least so, our 6th Year students. We must commend their resilience and their commitment to their education throughout and acknowledge that the circumstances they found themselves in have created a cohort of well-rounded and compassionate young adults ready to make a positive contribution to Irish life.”

Wellbeing

“This exam season, we continue to encourage our students to focus on their wellbeing as this is ultimately just as important as any exam. It is vital that our students are supported in looking after their physical and mental health during this period.

“While the simple things like getting a good night’s sleep and eating well can go a long way, we encourage all parents to support their children during this time and remind all that their entire school community remains available for support and guidance.”

 Path ahead

“The Leaving Certificate exams mark the end of one chapter and the start of another, as our students transition from post primary to further and higher education or the workforce. The experience of studying for and completing the Leaving Cert provides students with a specific set of skills that are completely transferable and applicable to whatever they decide to do next, of which, there are many options.

“Covid has presented many challenges for our traditional education system, however, it has also created opportunities. The recent creation of multiple new apprenticeship schemes and technical programmes in our third level institutions offer additional education and training pathways to our young people, more so than ever before.

“As school leaders, we would like to encourage our Leaving Cert students not to focus on the “points race” or to be drawn into comparisons with their peers. There are many routes to your desired career and no one pathway or college course trumps another.”

Accredited grades

“In response to the pandemic, the Leaving Certificate accredited grades programme was developed and implemented by the Department of Education in consultation with a wide range of education stakeholders. This, alongside the option which has seen many students choosing to sit their traditional written examinations this month, will ensure no student will be disadvantaged by the disruption to their education over the past year. It will offer every student the ability to achieve their best possible grade.

“The class of 2021 will go down in the history books as one which faced and overcame unprecedented challenges due to Covid-19. School leaders, teachers, their families and their peers are immensely proud of their achievements thus far and we wish them every success in their exams and all their future endeavours.”

Notes to the editor:

*Indicative figure of 52,000 includes all students who have registered for sitting at least one Leaving Certificate written examination. This number is subject to change as some students may decline the option of a written exam on the day and instead choose to accept their accredited grade.

ENDS

Spokespersons are available upon request

For media enquiries, contact 360:

Barry Murphy |  barry@weare360.ie | 01 637 1777 | 087 266 9878

Macdara Ó Móráin | macdara@weare360.ie | 01 637 1777 | 086 087 3387

2021 Leaving Certificate Candidate Self Service Portal to reopen on Tuesday 27 April 2021 Leaving Certificate Appeal Outcomes Issued

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State Examinations Commission

Press Release

2021 Leaving Certificate Candidate Self Service Portal to reopen on Tuesday 27 April 2021

Leaving Certificate Appeal Outcomes Issued

 

FINAL CHANCE TO CONFIRM SUBJECT LEVELS FOR LEAVING CERTIFICATE ACCREDITED GRADES 2021

The State Examinations Commission (SEC) has announced the reopening of the Candidate Self Service Portal between 12 noon on Tuesday 27th April 2021 and 6pm on Friday 30th April 2021 for candidates to review and finalise their level selection and their choices of examinations, Accredited Grades or both for the 2021 Leaving Certificate for each subject in which they are entered.

Continue to Read Click Candidate Self Service Portal_Phase2_SEC Press Release__23.04.2021

Secretary General Jim Breslin participates in panel at the FET Colleges Ireland’s (FETCI) third national symposium on ‘FET College of the Future – Key Issues for Implementation’

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From Department of Further and Higher Education, Research, Innovation and Science

Published on 

Last updated on 

Thank you Carol.

It’s a great pleasure to be able to join you today. I would like to thank Dr Rory O’Sullivan and Michael Cregan for inviting me to participate in today’s panel.

In a previous life in the Department of Children and Youth Affairs I had some experience of working with the National Association of Principals and Deputy Principals. I found the Association to be hugely progressive, grounded in educational practice and always ready to bring that informed perspective to policy.

In the run up to today’s event I was delighted to go through the Discussion Document on the Vision for the FET College which Rory shared with me. Again the document is positive and constructive in its outlook, while adding great richness to the major task of implementing the FET Strategy. It is a very considered and serious piece of work and I want to thank FET Colleges Ireland for all the work that has gone into it.

I am not going to try to tell those on this seminar – with all the expertise and experience you have – what’s involved in providing further education. I am here to listen and learn for that part of the discussion.

But I thought it might be useful for me to touch on some key drivers that I think provide a unique opportunity to progress both the FET Strategy and the Vision for the FET College set out in the Discussion Document.

The first, I believe, is the quality of the FET Strategy launched in July last year. When I was given the document and briefed by Andrew I was singularly impressed with the strategy, its ambition and the care taken to address the key elements required to be successful.

I joined the new Department in July and I was really excited to find this work complete and ready for launch. At the time I believed that the new Department has a great opportunity to add impetus and weight to the change that will be required to implement the FET Strategy. In the interim I hope you will have seen the prominence given by the Minister and the Department to FET’s role within the Tertiary Education sector.

Our recently published Strategy Statement commits to:

  • improving the transition to further and higher education for school leavers and the transition between further and higher education
  • next month we will conclude a new 10-year strategy to improve literacy, numeracy and digital skills, which a number of the panellists have been instrumental in developing
  • later today Government will consider the approval of the new Apprenticeship Action Plan which will commit to increasing apprenticeships to 10,000 every year
  • growing apprenticeships will from part of a much wider reform of skills training and investment in upskilling and reskilling opportunities, particularly in areas of economic growth including green and digital skills

Even strategic priorities, which at first seem separate to the development of FET, will be considered as opportunities to contribute to the implementation of the FET strategy. So for example, in the coming months the EU review of Higher Education funding will conclude and be submitted to Government for decision. Comparison with European peers would say – whereas we have very high levels of participation in higher education – there is a need to consider the balance between the FET and HE systems, and to further develop pathways between further education and higher education. Acceleration of such reforms will be a key part of commitment by the Exchequer of increased funding for higher education.

Of course it is also important to recognise the policy contribution the Department of Education has made in recent years to enhancing the focus on FET, as is recognised in the Discussion Document. Sponsorship of the first FET Strategy, the first Action Plan on Apprenticeship and inclusion in the NDP of the first dedicated capital programme for FET of €300m all took place under the Department of Education.

The new Department is determined to build upon this commitment and these achievements. We are perhaps better positioned to address the recommendation in the Discussion Document to see the new FET College of the Future as separate from the post-primary sector while appreciating the complexity of this change and the vital importance of working with our colleagues in the Department of Education on the transition for learners.

Lest you think I am not seized of the implementation challenges for the FET College of the Future it is important to acknowledge that the set-up of the Department and the implementation of the second FET Strategy are taking place in the teeth of a global pandemic. Approaching 20% of the labour force are out of work, when those unemployed are combined with those in receipt of PUP.

Of course some sectors – such as ICT and pharma – have continued to power ahead but others such as retail and hospitality have been hit incredibly badly and will remain so for some time. The make-up of those working in such sectors means that the young, the low skilled and part-time workers are most affected and most at continuing risk.

Unfortunately these are patterns we have seen for some time. High skill jobs rebounded quickly after the last recession and expanded significantly. Medium skill jobs held their own or expanded modestly. But the number of low skill jobs has actually fallen while the economy steamed ahead over recent years. COVID has and will accelerate these trends. Digitisation and use of online channels, automation and artificial intelligence is going to displace many low skilled jobs.

As well as preparing school leavers for this changed world of work, FET will have a crucial role in upskilling and reskilling displaced workers if they are not to be left behind. The opportunity and responsibility is there for FET to support people with much needed skills. For example:

  • digital skills needed to operate in all sectors,
  • health and social care skills needed to care for an ageing population using new care models
  • green skills needed to transition to low carbon, and so on

It is particularly important that we instil environmental awareness and green skills for all of our FET learners and this will involve applying the principles of sustainable development across all FET operations.

All of this will require a very significant upgrade of the facilities and ICT available to FET Colleges. This will involve leveraging the existing estate more effectively, getting maximum return from the €300m set aside in the NDP and, as part of this year’s NDP review, further increasing that investment. It will also require us to continue to work with Solas and the ETBs on our capacity in areas such as capital investment, estates management and ICT.

In the context of the pandemic I want to recognise that the FET sector has demonstrated enormous agility and responsiveness in the adoption of new methods to support remote and blended teaching and learning. There is much which we can apply in the future as part of more Technology Enhanced Learning. Of course there is lots of education which is not conducive to online delivery, such as practical elements or extra support for learners, and with the removal of public health restrictions we all want to see FET Colleges operate again as hubs of community engagement.

As recognised in the Discussion Document, in order to develop a highly skilled workforce, highly skilled educators are required. Central to the development of a robust staffing network will be the recognition of continuous professional development to embrace the evolving technological advancement and digital transformations within FET.

Finally the need to address the barrier of programme based rigidity regarding the delivery of FET resources and operational regulations is called out in the FET Strategy and the Discussion Document. The FET College of the Future will use an Integrated Funding Model which will maximise FET funding and guidelines across the whole FET sector to replace the previous programme specific focus. The funding model will be reformed to move away from approaches that reinforce programme silos and to allow the use resources flexibly to support outcomes and facilitate much simpler pathways for learners.

Finally, as identified in the Discussion Document, this complexity is not just an issue for those of us working within the system it is very disconcerting for those seeking to plan their own development. In the space of a month from the launch of the Right Course website there were 1.6m views. Over 600,000 of these took place in the first 3 days after the launch earlier this year. There is a great appetite there. We need to continue to enhance the profile of the opportunities provided by FET and provide direct support to prospective learners and those already enrolled to take the right course for them.

Thank you Chair.

Note to Members

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This morning at a meeting of the NAPD regional chairpersons, representatives, and secretaries high levels of anger and frustration were expressed in relation the DES announcement yesterday. Principals and Deputy Principals are the greatest advocates for the academic and wellbeing needs of all students including the Leaving Certificate, LCA, and SEN students.

NAPD has asked the Department to allow online teaching for all students next week to give time to logistically prepare to accommodate Leaving Certificate, LCA, and SEN students returning to school as announced by the DES and await further information from NPHET on the safe return to schools.

The expectation that the school can be ready to safely accommodate this request by next Monday is unrealistic. Careful planning is required to adjust timetables to cater efficiently and safely for returning students and teachers. It must also be borne in mind that there are almost no substitute teachers available to cover for teachers who are COVID positive or are identified as close contacts. Throughout this pandemic, the Principals and Deputy Principals have kept schools open safely.

Given the unprecedented levels of COVID in many communities members expressed serious concerns that they cannot guarantee the health and safety of staff and students in their schools. Principals’ and Deputy Principals’ paramount concern is to provide a safe environment for the entire school community.

NAPD believes that online learning for all students should take place next week and that further discussions should take place with the education partners and the Department.


Clive Byrne
Director