Eoghan Kenny (Cork North-Central, Labour)
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1069. To ask the Minister for Education and Skills if she has begun the process of trialling new administrative supports and arrangements for school principals, as set out in the Programme for Government; and if she will make a statement on the matter. [21300/25]

Helen McEntee (Meath East, Fine Gael)
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As set out in the Programme for Government, my department is currently developing an Action Research Project to trial new administrative supports and arrangements for principals and boards of management to reduce the non-educational aspect of their workloads. Planning work has commenced on the costing, structure, and evaluation design of the trial, including draft administrative role job specifications. My officials have engaged with education stakeholders from primary and post-primary on the principles and practicalities of the trial. Stakeholder engagement will continue throughout the trial. The trial will build on clustered administrative support that is being trialled as part of the Small Schools Project.

The Action Research Project to trial new administrative supports will feed into other work being undertaken by my department, which is examining how best to support our school leaders to meet increasing challenges and allow them to rebalance some of their time to leading teaching and learning. This work also includes planning to deliver on the Programme for Government commitment to review of leadership and continuous professional development supports to ensure that school management structures are adequately equipped to manage changes to the education system.

Eoghan Kenny (Cork North-Central, Labour)
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1070. To ask the Minister for Education and Skills if a report has began in reviewing the leadership and continuous professional development supports to aid school management structures, as set out in the Programme for Government; and if she will make a statement on the matter. [21301/25]

Helen McEntee (Meath East, Fine Gael)
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International evidence is clear on the vital role that school leaders play. School leadership is second only to teachers when it comes to transforming student outcomes. High-quality leadership correlates with improved teaching practices. Yet, the role of school leaders has become increasingly complex and challenging due to the changing nature of schools as organisations and the increasing complexity of issues faced in schools.

Recognising these challenges, planning has commenced for a review of leadership and continuous professional development supports to enhance the effectiveness of school leadership and management structures. The review will include an examination of existing leadership supports and roles, development and support programmes, as well as guidance and resources available to school leaders. The Programme for Government also commits to a trial of new administrative support for principals and boards of management to assist with the demands faced and support school leaders in rebalancing some of their time to leading teaching and learning.

In examining leadership, my Department is acutely aware that we need to protect what works well in our school system and serves so many young people so well. We want to build on the strengths of the system and address challenges that will support our school communities and be responsive to the needs of students in an increasingly complex world.

There is a suite of professional learning supports available currently from Oide. Oide is the national support service providing professional learning for teachers and school leaders. The Oide Leadership Team is engaged in the provision of high-quality professional learning for school leaders at each stage of the leadership continuum including teacher leaders, middle leaders, and senior leaders. The team uses a blended approach of online and face to face provision.

Leadership programmes available to school management teams include:

• Misneach, a two-year induction programme for newly appointed principals.
• Tánaiste, a year-long programme for newly appointed deputy principals.
• Forbairt, a capacity building programme for school leadership teams; principal, deputy principal and assistant principal(s).
• Comhar, a middle leadership programme targeting individual middle leaders at primary and post-primary.
• Tuiscint, a post-appointment, pre-commencement programme for newly appointed primary principals

Engagement with stakeholders has commenced in examining school leadership issues, and this engagement will continue throughout the process.