ETBI Journal of Education - Vol 2:2 November 2020 (Irish-medium Education)

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ETBI Journal of Education November 2020 well understood – particularly principals in Irishmedium immersion and Gaeltacht post-primary schools. As immersion education can only be defined by context, questions arise regarding the use of the school self-evaluation process by leaders to identify and measure success in the absence of any definition of highly effective immersion practice or research-informed policy on immersion education in Ireland. These searching and significant questions call for immersion-specific research-validated tools which support leaders in navigating the school self-evaluation process in their quest for educational excellence in immersion. THE IMPORTANCE OF SCHOOL LEADERSHIP IN IMMERSION EDUCATION Studies of effective immersion education schools consistently show that high level programmes have a shared, cohesive vision, guided by visionary leadership (Calderón et al., 2011; Lindholm- Leary & Genesee, 2010; Scanlan & López, 2015). Although a clear vision is essential to lay out the nature and direction of change, it is equally important to ensure that innovative practices are implemented in order to achieve that vision i.e. by displaying managerial leadership skills. In terms of immersion education, Robinson et al., (2009) highlight that it important for leaders to ensure that administrative decisions are made based on knowledge of effective immersion education pedagogy, and that the responsibilities of senior and junior management are in line with the recognised requirements and priorities of the immersion education school. Effective immersion education leaders work to develop a high level of integration, cooperation, and collegiality amongst the staff (Herman et al., 2016; Marzano et al., 2005) in order to make progress towards the identified immersion education goals. It is impossible for every school leader to be an expert in every area of teaching and learning relevant to post-primary immersion education, but this provides a good opportunity to share the leadership responsibilities i.e. displaying shared leadership skills. As a result, the leader must inspire a common commitment to the school selfassessment process as a way of developing the leadership potential at a school-wide level, and in order to enrich learning and teaching in postprimary immersion education. Outlined below is an immersion-specific research-validated, school self-evaluation tool which was designed to inform and guide leadership practices in Gaeltacht and Irish-medium immersion education contexts. LEADERSHIP QUALITY INDICATORS IN GAELTACHT AND IRISH-MEDIUM IMMERSION EDUCATION The framework Looking at Our School, 2016, (Department of Education and Skills, 2016) attempts to provide a unified, integrated set of standards for teaching and learning, and for leadership and management. While Irish-medium immersion and Gaeltacht school leaders use these generic statements to reflect on and refine educational provision in their schools, no specific reference is made in the statements to the unique nature of leadership in post-primary immersion education. An immersion-specific self-evaluation tool is provided in Táscairí cáilíochta maidir leis an dea-chleachtas san oideachas lán-Ghaeilge (Ó Ceallaigh & Ní Shéaghdha, 2017). This tool was crafted based on qualitative research carried out with 120 educators in immersion education on an all-island basis and is rooted in the contextual realities of Gaeltacht and Irish-medium education. PAGE 40
ETBI Journal of Education November 2020 It is also based on international best practice in immersion education and is aligned with that best practice. It is proposed that this school self-evaluation tool will assist Gaeltacht and Irish-medium schools in critically reviewing and assessing aspects of educational provision, with a particular emphasis on the role of leadership. This key quality indicator (táscaire), Leadership, is one of a suite of key quality indicators presented in Ó Ceallaigh and Ní Shéaghdha (2017) to inform and guide the school self-evaluation process in the immersion context. Subsequent descriptors (tuairiceoirí) further elaborate on the quality indicator, identifying specific elements that can be examined for alignment with the táscaire. More information on this indicator is available in the descriptors outlined below. INDICATORS AND DESCRIPTORS OF LEADERSHIP IN POST-PRIMARY IMMERSION EDUCATION Suggestions (i.e. descriptors) on how to make progress on the indicator (i.e. Leadership in the context of immersion education) are provided to support leaders in assessing current leadership practices in the context of post-primary immersion education. These descriptors can also be used to identify particular goals and actions for improvement, in order to master the indicator. Examples of leadership practices which are aligned with each descriptor are presented in Table 1 below, in order to offer valuable support and inspiration to immersion leaders as they navigate the school self-evaluation process in their diverse contexts. In Table 1, an attempt is also made to align each descriptor with the leadership and management domains outlined in Looking at Our School, 2016. CONCLUSION In an effort to bring about well-justified and wellplanned change in immersion, it is recommended that this tool be used in conjunction with the following documents: • School Self-Evaluation Guidelines 2016-2020 (Department of Education and Skills) • Looking at our Schools 2016: A quality framework (Department of Education and Skills). School leaders must keep context in mind as they think about the design, implementation, or refinement of their own programmes in Gaeltacht and Irish-medium immersion education. However, implementation of the school self-evaluation process in the immersion context demands strong, informed, committed and responsive leadership, shaped by an immersion-specific knowledge base and skill repertoire. It is also important to note that each immersion context has specific and unique needs which call for a distinctive leadership approach or model at particular times. Various tasks will require different emphasis and styles (for example, visionary leadership, managerial leadership, shared leadership) due to the context-specific nature of leadership in postprimary immersion education. Each immersion leader is best placed to select an appropriate leadership approach. While school leadership practices have changed considerably as a result of the pandemic, this immersion-specific, researchvalidated tool may act as a mirror for reflection, as a cue card for guidance, or as a starting point for action for leaders in Gaeltacht and Irish-medium post-primary schools as they navigate the school self-evaluation process in unprecedented times. PAGE 41
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ETBI Journal of Education - Vol 2:2 November 2020 (Irish-medium Education)

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