Gary Gannon
Question:483. Deputy Gary Gannon asked the Minister for Education the number of principal vacancies in schools across the country. [52037/22]
View answerTuesday, 18 October 2022
Questions (483)
Written answers
I wish to advise the Deputy that at the end of the 2021/22 school year there were 3,395 persons in receipt of a Principals Allowance, in respect of 3,240 primary schools (including special schools and special settings).
There were 484 persons in receipt of a Principals Allowance in respect of 479 voluntary and community and comprehensive post primary schools (excluding ETB schools).
These figures include persons who may have retained a Principal allowance on a personal to holder basis, following a school amalgamation, or school closure.
As the appointments process for the 2022/23 school year is still ongoing, with some appointment forms still being received, it is not possible to advise as to the exact number of current principal vacancies in schools across the country.
Schools may continue to submit appointment forms for teaching posts, or for posts of responsibility, including Principal or Deputy Principal’s posts. Schools may also appoint persons to replace retirements which occur over the course of the school year.
I recognise the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.
Accordingly, significant additional supports have been provided in recent years to support leadership in schools, providing for additional posts of responsibility which support to work of school Principals.
Budget 2017 allowed for the commencement of restoration of middle management posts as part of an agreed distributed leadership model and meant lifting the rigidity of the longstanding moratorium on these posts. The equivalent of approximately 1,300 middle management posts (Assistant Principal I and Assistant Principal II) were restored at both Primary and Post-Primary level. (2,600 in total)
The Department has committed to annually revising the allocation of Posts of Responsibility to take into account retirements during the school year which has ensured that the current level of Posts of Responsibility (POR’s) are maintained in the school system. New POR threshold tables are produced each year to distribute these POR’s equitably across all school.
Currently one in three teachers hold a promotional post within our schools.
The Sectoral Bargaining process under Building Momentum for the primary sector has been used to increase posts of responsibility (POR) in primary and special schools by 1,450 posts. The distribution of these additional posts of responsibility are comprehended in Circular 0043/2022 - Allocation of Assistant Principal Posts 2022/2023.
Since the commencement of the restoration of these posts at Post-Primary, there has also been an increased allocation in respect to Deputy Principal posts with over 450 additional posts allocated to schools. In the 2021/22 school year, the enrolment threshold for the allocation of an additional deputy principal in DEIS post-primary schools was reduced from 700 to 600 pupils. These additional posts provide resources to focus on leadership and management in our schools.
This recognises the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.
I am also aware that Continuing Professional Development (CPD) for school leaders is vital in developing the skills, knowledge and dispositions that are critical to effective leadership in schools.
The Professional Development Service for Teachers (PDST) Leadership Team supports leaders at all levels within schools, while the Centre for School Leadership also provides Professional Executive Coaching to Principals in primary schools and to primary teachers who are part of the school leadership team.
The Junior Cycle for Teachers (JCT) supports also provides a comprehensive programme of CPD for school leaders and teachers.
Supports are provided for school leaders regularly throughout the school year and addresses the expressed needs of school leaders.