LEADING AND MANAGING THE SCHOOL

Transcription

1 LEADING AND MANAGING THE SHOOL A STATEMENT OF KEY AOUNTABILITIES FOR PRINIPALS IN THE EFFETIVE EDUATIONAL LEADERSHIP AND MANAGEMENT OF NSW GOVERNMENT SHOOLS

2 MEMORANDUM TO PRINIPALS LEADING AND MANAGING THE SHOOL Leading and Managing the School is a statement of the key accountabilities of principals in the effective educational leadership and management of New South Wales government schools. It reflects the current practice and structures of the NSW Department of Education and Training and replaces Managing the School produced in The organisation of the document is closely related to the Role of the Principal statement issued in July The development of Leading and Managing the School has involved consultation with a wide range of groups including principal associations, district superintendents and parent organisations. Leading and Managing the School establishes in concise terms the basic accountabilities of principals and the parameters in which they and their staff operate under the Teaching Services Act. Any enquiries should be directed to your District Superintendent. Ken Boston MANAGING DIRETOR OF TAFE NSW DIRETOR-GENERAL OF EDUATION AND TRAINING 3 June 2000

3 INTRODUTION This document provides direction to all officers of the New South Wales Department of Education and Training on the key accountabilities of the principal in leading and managing the school. It is based on the Role of the Principal statement and sets out accountabilities in the areas of: educational leadership; educational programs; learning outcomes; student welfare; staff welfare, development and management; physical and financial resource management; and school and community partnerships. NSW government schools operate in a culturally diverse and changing society which has high expectations of its schools and the learning outcomes of students. Each school is part of a system committed to the principles of inclusiveness, equity, social justice, ethical practice and excellence. The principal occupies the pivotal position in the school and is accountable for leadership and management consistent with relevant State legislation and the policies and priorities of the NSW Government. The task is complex and requires the principal to be the leading learner in the school, and a role model to staff and the community. The principal is accountable to the Director-General for the quality of outcomes achieved by students. The principal s accountability is exercised within the context of the community in which the school is located and the total resources allocated to the school. Members of the school executive have special responsibilities and duties as determined by the principal for the development, implementation and evaluation of school policies and programs. Each teacher is accountable to the in-school supervisor and the principal for translating school policies and programs into suitable learning experiences for students. The authority of the principal and responsibilities of all staff derive from the Teaching Services (Education Teaching Service) Regulation 1994 under the Teaching Services Act Of particular relevance are Section 11 Management of Schools and Section 7 Scope of Duties. In satisfying these accountabilities the principal will have the support of the Department of Education and Training, school executive and staff as required by Section 7 of the Teaching Services (Education Teaching Service) Regulation

4 EDUATIONAL LEADERSHIP The education and welfare of all students Providing quality education for all students in accordance with the policies and priorities of the NSW Government and the curriculum requirements of the Board of Studies Effective teaching and learning practices throughout the school Developing the school s vision, priorities and targets which are reflected in the annual school plan Translating the school s vision, priorities and targets into explicit policies and practices Developing a culture which demonstrates that learning is valued Developing a culture of collaboration, in which all members of the school community contribute to the achievement of shared goals. EDUATIONAL PROGRAMS The relevance of the total school curriculum to meet individual and group needs The implementation of syllabus documents consistent with current Board of Studies and Department of Education and Training requirements in the context of the local school environment The development and implementation by all teaching staff of sequenced teaching and learning programs relevant to the current needs of all students and including anticipated learning outcomes The implementation of varied teaching and learning strategies which take into account the learning styles and needs of students Evaluation of teaching and learning programs including the assessment of student outcomes. 2

5 LEARNING OUTOMES Teachers identifying the individual learning needs of students and assisting each student to maximise his or her learning outcomes Evaluating student learning outcomes consistent with a documented school assessment policy Reporting student achievement to parents, students, teachers and the school community Analysing school-based and system-wide student assessment data which impacts upon school priorities, targets and teaching and learning programs to improve student outcomes Targeting available financial, physical, human and technological resources to achieve quality learning outcomes. STUDENT WELFARE A comprehensive student welfare and discipline policy which is regularly reviewed and which includes the principles of natural justice and procedural fairness Policies, programs and practices which are regularly reviewed and which promote the protection, safety, self-esteem and welfare of students Addressing the welfare needs of each student in a safe, responsive and harmonious teaching and learning environment Providing staff training that will promote the consistent implementation of student welfare and discipline procedures - in particular child protection Practices that ensure all students are treated in accord with their special needs. 3

6 STAFF WELFARE, DEVELOPMENT AND MANAGEMENT Promoting a collegial and co-operative culture to support team effectiveness and to encourage individual development Effective communication and decision-making processes within the school Informing staff of their responsibilities under Departmental procedures and guidelines including the ode of onduct larifying the duties of school staff and ensuring staff appropriately exercise their delegated responsibilities Facilitating the professional growth of staff through the promotion of teacher efficiency in student welfare and assessment, curriculum development and evaluation, planning, classroom management and teaching skills Implementing specific programs for the development of staff who experience difficulties in the performance of their duties The maintenance by all staff of documentation required in the completion of their duties Supervising and evaluating the implementation of teaching and learning programs and associated teaching strategies Inducting staff in the requirements of policies and mandatory training procedures. PHYSIAL AND FINANIAL RESOURE MANAGEMENT An annual budget and annual school financial statement Plans to maximise the operation of the school within available physical and financial resources Appropriate application of existing resources to identified areas of need including school buildings and grounds Financial management practices which meet Departmental and legislative requirements Identifying occupational health and safety issues Maintaining appropriate records in accordance with Audit requirements. 4

7 SHOOL AND OMMUNITY PARTNERSHIPS Providing opportunities for and promoting school community participation in developing the school s vision statement, priorities, targets and school policies Maintaining open communication throughout the school community and with other government agencies Acknowledging the views and expectations of, and working with parents for the personal, social and educational welfare of their children Supporting the operation of school-based parent organisations which may involve community members Providing opportunities for and promoting participation of the school community in the annual school self-evaluation process and production of an annual school report Forming effective partnerships with the school community, business and industry where appropriate Promoting public education and training. 5

8 APPENDIX 1 The role of the principal between the school and support of a school the community and council Schools are established under legislation to provide education to promote the full for students. The principal participation of the d e v e l o p i n g occupies the pivotal position in school community in management and the school and must be an the development and strategic plans for the educational leader whose major achievement of the school in consultation focus is the provision of quality school s goals and with the school council educational experiences and purposes. and school community outcomes for students. Manage the school in establishing effective These outcomes will be realised an effective, efficient personnel practices through the effective and and equitable way incorporating efficient management of the within available appropriate EEO school as a total educational resources and within principles and enterprise within the New South the relevant legal and performance Wales state system of school policy framework. management education. Ensure efficient and managing the school The authority, responsibility and effective management resources effectively accountability of school of staff is a high priority and efficiently principals are derived from the in the school. relevant state educational and promoting the work and financial legislation and the The accountabilities will be achievements of the stated policies and priorities of realised by school to the wider the Government. Principals are community. accountable through the cluster developing procedures director and assistant director- for the review and Ken Boston general, to the Director-General improvement of quality Director-General of School of School Education. educational outcomes Education for students Major areas of accountability July, 1992 managing the Ensure that the curriculum and education and welfare organisation of the of all students have the school to provide for the highest priority in the needs of all students operation of the school. addressing the welfare Provide high quality needs of students and education for all staff including the students in accordance establishment of a safe with the priorities of the and harmonious work NSW Department of environment School Education and the curriculum establishing effective requirements of the decision-making and Board of Studies. communication procedures within the Provide educational school leadership and develop a vision for the school promoting effective in consultation with the parent, staff, student school community. and community participation in the Provide effective school including the communication establishment and 6

9 APPENDIX 2 Excerpts from the Teaching Services (Education Teaching Service) Regulation 1994 under the Teaching Services Act Section 7 Section 11 Scope of Duties In addition to performing the specific duties attached to the position to which a member of staff is appointed, a member of staff: (a) must participate actively in all of the corporate interests of the school, school department or establishment in which the member is employed; and (b) must undertake such other duties as may be assigned to the member by the person in charge of that school, school department or establishment. Management of Schools (1) A member of staff who is in charge of a school, school department or establishment must manage the school, school department or establishment in a proper, efficient and economic manner. (2) The obligations imposed by subclause (1) include the following: (a) (b) (c) (d) (e) (f) (i) (ii) having well-stated policies and plans of action, clearly defined goals, a balanced, sequential and appropriate curriculum and suitable mechanisms for supervision, evaluation and documentation that ensure co-ordination of all school activities, continuity of policy and good communication; encouraging and assisting the professional development of members of staff without discrimination, as required by the Anti-Discrimination Act 1977; making effective and economic use of resources; ensuring discipline; encouraging members of staff to submit suggestions for increasing the efficiency of staff; training members of staff and providing opportunities and facilities for them to improve themselves in matters connected with their official duties: by attendance at courses organised by or for the school, school department or establishment; and by attendance at suitable lectures and courses at tertiary institutions. 7