Niamh Smyth (Cavan-Monaghan, Fianna Fail)
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111. To ask the Minister for Education and Skills her plans to develop new measures to support school leadership; and if she will make a statement on the matter. [45748/21]

Norma Foley (Kerry, Fianna Fail)
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In total 1700 additional leadership posts have been invested in our primary schools since the lifting of the moratorium on posts of responsibility in 2017, which has led to 1 in 3 teachers now holding promoted positions. The Department has committed to annually revising the allocation of Posts of Responsibility to take into account retirements during the school year which ensures that the current level of Posts of Responsibility are maintained in the school system. The most recent update for the current school year is available on the Department's website (Circular 0025/2021). This recognises the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.

As part of the COVID-19 supports provided to schools in 2020, funding was specifically provided for Principals who undertake teaching duties in primary schools to provide for a minimum of one release day per week. Schools have been advised that, in the context of COVID-19, the additional allocation of Principal Release Days will remain in place for the 2021/22 school year.

There are also extensive CPD opportunities and supports for School Leaders provided by the Centre for School Leadership (CSL). These supports include the development of a coherent continuum of professional development for school leaders commencing with pre-appointment training through to induction of newly appointed principals to continuous professional development throughout a school leader’s career. The centre is also involved in coaching, mentoring and the development of professional qualifications for school leaders. The CSL website (www.cslireland.ie) provides extensive information on supports available to school principals and school leaders.

The Distributed Leadership Model enables schools to align the responsibilities of senior and middle leadership teams more clearly to the identified needs and priorities of the school. The model allows for the distribution of the range of responsibilities for various leadership roles and provides opportunities for teachers to develop their leadership capacity.