Our School Leaders: Principal and Teachers

This topic comes alive through active learning because students need to see how abstract roles like the President’s non-political authority or the Council of State’s function connect to real decision-making in their own school. Role play and debate let them practice the careful, evidence-based reasoning that defines these roles, while gallery walks build visual and contextual understanding of the presidency’s symbolic and practical duties.

• 3rd Year
• Active Citizenship and Democratic Action
• 3 activities
• 30 min–50 min

Learning Objectives

1. Identify the primary responsibilities of a school Principal and teachers within the school community.
2. Explain how the Principal and teachers contribute to decision-making processes affecting the school.
3. Analyze the methods through which students can effectively communicate their ideas to school leaders.
4. Compare the leadership styles of the Principal and teachers in managing school operations.

Role Play

⏱ 50 min·Small Groups

Role Play: The Council of State

Students simulate a meeting of the Council of State where the President must decide whether to refer a controversial bill to the Supreme Court. Participants take on roles like the Taoiseach, Chief Justice, and former Presidents to offer advice.

Prepare & details

What jobs do our Principal and teachers do in the school?

Facilitation Tip: During the Role Play: Council of State, assign clear roles and provide short fact cards so students focus on the constitutional process rather than improvising.

Setup: Open space or rearranged desks for scenario staging

Materials: Character cards with backstory and goals, Scenario briefing sheet

• Apply
• Analyze
• Evaluate
• Social Awareness
• Self-Awareness

Gallery Walk

⏱ 30 min·Whole Class

Gallery Walk: Presidential Themes

Display quotes and initiatives from past Presidents (e.g., Mary Robinson's light in the window or Michael D. Higgins's ethics initiative). Students move around the room to identify how each President interpreted their role as a representative of the people.

Prepare & details

How do they help make important decisions for everyone?

Facilitation Tip: For the Gallery Walk: Presidential Themes, place the images or quotes at eye level and group them by theme so students can see patterns across different presidencies.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Formal Debate

⏱ 40 min·Small Groups

Formal Debate: Political vs. Non-Political

Organize a debate on whether the President should have more executive power or remain a symbolic figure. Students must use evidence from the Constitution to support their arguments about the stability of the state.

Prepare & details

How can we share our ideas with our school leaders?

Facilitation Tip: During the Structured Debate: Political vs. Non-Political, give students a pro/con framework in advance so they prepare arguments grounded in evidence, not opinion.

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Teaching This Topic

This topic works best when teachers avoid oversimplifying the presidency as just a ceremonial role. Instead, emphasize the legal and ethical boundaries that define its power, such as the Supreme Court referral process. Research shows students grasp complex systems better when they connect them to familiar structures, so link the Council of State to school leadership teams or student councils. Avoid spending too much time on election mechanics unless it directly supports understanding checks and balances.

What to Expect

Students will show they understand the differences between formal leadership roles by explaining responsibilities with examples, comparing roles using clear criteria, and applying this understanding to situations they recognize, such as school leadership. They will also be able to identify checks and balances in the Irish system and relate them to how decisions are made at school.

Watch Out for These Misconceptions

Common Misconception

During the Role Play: Council of State, watch for students who describe the President as having executive power like a head of government.

What to Teach Instead

Pause the role play and ask groups to list the President’s actual powers from the Constitution, then compare them to the Prime Minister’s role in a short whole-class discussion.

Common Misconception

During the Structured Debate: Political vs. Non-Political, watch for students who assume the President’s refusal to sign a bill is purely political.

What to Teach Instead

Have students refer to the debate handout with constitutional clauses and the Council of State’s role, then rephrase their arguments to include legal evidence rather than personal opinion.

Assessment Ideas

Discussion Prompt

After the Role Play: Council of State, facilitate a class discussion using these prompts: 'What is one important job the Principal does that helps you learn? Name one way a teacher makes decisions that affect your class. How could you share a good idea for the school with your Principal?'

Quick Check

During the Gallery Walk: Presidential Themes, provide students with a worksheet containing two columns: 'Principal's Jobs' and 'Teacher's Jobs'. Ask them to list at least three responsibilities under each heading and collect responses to assess understanding of roles.

Exit Ticket

After the Structured Debate: Political vs. Non-Political, have students write on a small piece of paper one question they would ask the Principal if they had the chance, and one suggestion they have for their teachers. Collect these to assess their engagement with the topic and their ideas for communication.

Extensions & Scaffolding

• Challenge early finishers to research a recent bill that was referred to the Supreme Court and prepare a short presentation explaining the constitutional issue and the Court’s decision.
• Scaffolding for struggling students: Provide sentence starters for the debate, such as 'One difference between a principal and a president is...' and 'Checks and balances mean...'.
• Deeper exploration: Invite a local community leader (e.g., a retired teacher or council member) to discuss how their role balances community needs with legal limits, then have students compare it to the Irish presidency.

Key Vocabulary

Principal	The head administrator of a school, responsible for overall management, leadership, and decision-making.
Teacher	An educator responsible for planning and delivering instruction, supporting student learning, and contributing to school policies.
School Community	All the people who are part of a school, including students, teachers, staff, parents, and administrators.
Decision-Making	The process of identifying problems or opportunities and choosing a course of action to address them.
Communication	The process of sharing information, ideas, and feelings through speaking, writing, or other means.