Vol. 526 No. 3
91 Mr. Gilmore asked the Minister for Education and Science the plans he has to increase the number of schools with non-teaching principals in view of the enormous workload undertaken by teaching principals; and if he will make a statement on the matter. [26508/00]
Last February the Government announced the introduction, over the period of the Programme for Prosperity and Fairness, of the most significant package of supports ever to assist primary school principals. Significant progress has been made in the implementation of these measures to date.
Administrative principals were previously appointed to primary schools with eight or more mainstream class teachers. With effect from 1 September this year, administrative principals are appointed to all schools with seven mainstream class teachers. I have also introduced for the 2000-01 school year an arrangement whereby principals in schools with a principal plus 11 or more teachers, including ex-quota posts, may be appointed as an administrative principal.
The introduction of release time for principals in primary schools with six or fewer mainstream class teachers in the 2000-01 and subsequent school years is of major significance to school authorities and principals. The release time enables the teaching principal to be released for a specified number of days annually to undertake administrative, leadership and management functions in the school. Substitution cover is paid by my Department in respect of these release days.
In recognition of the need to improve the funding of secretaries and caretakers, the funding allocated by means of additional per capita grants to schools, which was approximately £5.6 million in 1999, has been increased this year to approximately £12.5 million and will be further increased in 2001 to approximately £16.8 million. These improvements mean that since last September all primary schools receive an annual grant to assist them with the provision of secretarial and caretaking services. The introduction of these measures has also made a major contribution to assisting schools and principals.
Will the Minister agree that the workload of teaching principals includes supervision of the work of other teachers, FÁS workers and other ancillary staff, meeting and liaising with parents on a daily basis, dealing with disruptive pupils, doing their share of yard duty, meeting with all visitors, carrying out the instructions of the board of management, keeping the school roll book, attending to the daily post and emergencies, overseeing extra curricular activities, minor building works and the cleaning and heating of the school, involvement in the development of the school plan, ensuring the introduction and full implementation of the new curriculum, ensuring the relationship and sexuality programme is introduced and written up, sourcing finance for computers and introducing them to the school, and ensuring that supplies for art and PE equipment are in place? If the Minister accepts that these are their responsibilities, how is it possible for them to attend to the educational needs of the class they are expected to teach?
We have made tremendous progress in this area. I understand principals are very pleased with the introduction of release time for principals in primary schools with six or fewer mainstream class teachers.
Eight days a year.
The release time enables the principal to be released for a specified number of days annually to undertake administrative, leadership and management functions in the school.
The supports we are providing for schools, and will continue to provide into next year, are very helpful to principals. I am very glad we have the resources to do this at this time. The implementation of the different measures I announced last February will continue in the next school year. My Department will commence discussions in the near future with the managerial authorities of primary schools and the INTO regarding the appointment of administrative principals to schools with six or more mainstream class teachers for the 2000-01 school year.
What training is available for the principals of large schools? Why is the position here different from that in other countries where a principal-designate can be appointed in September, have on-hands training for that semester and take up appointment on 1 January of the following year? It is a daunting task for many principals to take on large schools. Does the Minister envisage a situation whereby principals in large schools who take on this burden in addition to the level of administrative work they must do, including managerial and other functions, would be appointed for a set period of seven years and then return to the work force retaining their principal's allowance etc.
On the new grants for caretakers and secretaries, how can the Minister stand over a situation where rural schools will be given a grant of £1,200 a year to employ a caretaker and secretary because the Department of Enterprise and Employment has withdrawn the FÁS element of the scheme? Will the Minister consult the Minister for Enterprise, Trade and Employment to restore the status quo so that schools have the added advantage of the little bit given? It is impossible to recruit a secretary and caretaker in publicly paid for schools for this daft figure.
Will the Minister say the number of teaching principals who have taken early retirement or returned to classroom duties as an assistant teacher?
That is outside the substance of the question.
If Deputy Shortall tables a question on this issue I will get the information for her.
On the FÁS element of the scheme, I am in consultation with the Minister for Enterprise, Trade and Employment on this issue. The scheme is being changed and I am very anxious that the resources are directed towards schools to enhance the position from their point of view.
When the Deputy looks at the way in which capitation has been increased, he will see that the aim is to also make this easier. We have put in minimum figures to facilitate primary schools.
We need the FÁS element.
