Leading,Leading,

and Managing,and Managing,

the School.the School.

Accountabilities and organisational learning

Roger Pryor

Originally presented to a group of AP’s: Bathurst SEA

10th September, 2004

Change is Change is actually a actually a constant constant

within within nature . . .nature . . .

LookinLooking g

forwarforwardd

Looking back…

Public schools no longer teach values or have a

clear view of just what it is

that they do….

The assertions of the ill informed . . .

Just what is it that Just what is it that schools and school schools and school leaders have to do ?leaders have to do ?

Who, or what, sets Who, or what, sets thethe

LEADING AND MANAGING THE

SCHOOLA STATEMENT OF KEY ACCOUNTABILITIES FOR PRINCIPALS IN THE EFFECTIVE EDUCATIONAL

LEADERSHIP AND MANAGEMENT OF NSW GOVERNMENT SCHOOLS

A FIRM BASIS IN LEGISLATION, AND REGULATION

LEADING AND MANAGING THE SCHOOL

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 1980. 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 theTeaching Services (Education Teaching Service) Regulation 1994.

The Principal is accountable for :

•EDUCATIONAL LEADERSHIP

•EDUCATIONAL PROGRAMS

•LEARNING OUTCOMES

•STUDENT WELFARE

•STAFF WELFARE, DEVELOPMENT AND MANAGEMENT

•PHYSICAL AND FINANCIAL RESOURCE MANAGEMENT

•SCHOOL AND COMMUNITY PARTNERSHIPS

Let’s Let’s take a take a closer closer look . .look . .

A key factor in promoting good quality learning outcomes is the creation of a quality learning environment

EDUCATIONAL LEADERSHIP

The principal is accountable for:

• 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.

Education is our core business.. it is what schools do ! Leaders are there to lead the learning

Leaders have a dual role as adult educators AND educators of the young.

EDUCATIONAL PROGRAMS

The principal is accountable for:

• 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.

LEARNING OUTCOMES

The principal is accountable for:

• 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.

LEARNING OUTCOMESLEARNING OUTCOMES

Think about the range of outcomes . . .

And how they are measured and reported . . .

What are the other outcomes from schooling ?What are the other outcomes from schooling ?

What evidence can we use to demonstrate these What evidence can we use to demonstrate these outcomes ? outcomes ?

STUDENT WELFARE

The principal is accountable for:

• 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.

We would all agree that we want schools to be places

where all children and young people feel happy and safe and where programs and procedures are in place to

ensure that everybody gets a fair go : including those with

special needs

STAFF WELFARE, DEVELOPMENT AND MANAGEMENTThe principal is accountable for:

•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 Code of Conduct

•Clarifying 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

STAFF WELFARE, DEVELOPMENT AND MANAGEMENT

continued

• 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.

Developing staff teams who see Developing staff teams who see themselves as part of an environment themselves as part of an environment

where lifelong learning is the normwhere lifelong learning is the norm

Building support and structure at all levels Building support and structure at all levels - scaffolding- scaffolding

The most effective scaffoldsThe most effective scaffolds

Are built from the ground upAre built from the ground up

They have safety standardsThey have safety standards

They rely on trust and teamworkThey rely on trust and teamwork

They are there to support the work we doThey are there to support the work we do

They are not the work itselfThey are not the work itself

Someone needs to oversee the process.Someone needs to oversee the process.

PHYSICAL AND FINANCIAL RESOURCE MANAGEMENT

The principal is accountable for:

•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.

Caught up in red Caught up in red tape ?tape ?

Domains of capability for highly Domains of capability for highly effective school leaderseffective school leaders

Remember Remember Maslow’s Maslow’s

Needs Needs Hierarchy ?Hierarchy ?

Security

Physiological

Organisational – ManagementOrganisational – Management

Basic building blocksBasic building blocks

Affiliation

Esteem

Self-Actualization

Personal -Personal -InterpersonalInterpersonal

StrategicStrategic

EducationalEducational

LifelongLifelong

LearnersLearners

Or Or Sergiovanni’s Sergiovanni’s

work ?work ?

Firm Firm foundations foundations

are still are still essentialessential

Think about the Think about the role of current role of current

leadersleaders in in leading learningleading learning related to all of related to all of

the the organisational organisational

aspects.aspects.

SCHOOL AND COMMUNITY PARTNERSHIPS

The principal is accountable for:

•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

“The principal’s accountability is exercised within the context of the community in which the school is located” Foreword : Leading and Managing the School

SCHOOL AND COMMUNITY PARTNERSHIPS

continued

The principal is accountable for:

•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.

The local school: primary, high or

central is the very heart of the

community it serves, especially in rural

areas

The Principal is accountable for :

•EDUCATIONAL LEADERSHIP

•EDUCATIONAL PROGRAMS

•LEARNING OUTCOMES

•STUDENT WELFARE

•STAFF WELFARE, DEVELOPMENT AND MANAGEMENT

•PHYSICAL AND FINANCIAL RESOURCE MANAGEMENT

•SCHOOL AND COMMUNITY PARTNERSHIPS

So..

How can we use this

in a positive, creative

way ?

Run a “key Run a “key accountability” accountability” audit . . audit . .

Involve many . Share ideasInvolve many . Share ideas

1. List the accountabilities – down the left hand columnFOR

EXAMPLE

LEARNING OUTCOMES

The principal is accountable for:

Teachers identifying the individual learning needs of students and assisting each student to maximise his or her learning outcomes

Key AccountabilityWhat evidence do we

have that this is being met ?

What issues need attention ?

Group members list evidence here

And group members list any relevant issues here

Try it as a staff tabloid !!

What evidence do we have of our performance in key accountability areas ?

Look at the evidence column. Remember, when planning, that we need to ensure the continuity of good evidence gathering..

And the continuity of good evidence !

What issues need to be considered ?

List and number issues

What do we need to do.. What is the top priority ?

One tool which may be useful is a priorities matrix

What do we need to do.. What is the top priority ?

Potential Impact

Urgency

Issues Listing

1

2

3

4

5

6

7

8

This is just one tool to assist this process..you may be able to suggest or share others

Use the priority list to plan action.

This is just one tool to assist this process..you may be able to suggest or share others

HOW are we going to do it ?

WHAT do we need to do ?

WHAT resources do we need to do it well ?

WHO is going to do it ?

WHEN is it going to be done ?

WHAT CAN WE LOOK AT to tell whether it’s been done, and how WELL it’s been done ?

There is so There is so much to think much to think

aboutabout

What is the most What is the most important important

thing ?thing ?

Just what capabilities does it take to be a highly effective school leader ?

Let’s ask the profession

And, from this research base :

The School Leadership Capabilities Framework

Domains of capability for highly Domains of capability for highly effective school leaderseffective school leaders

PersonalPersonal

InterInterpersonalpersonal

EducationalEducational

OrganisationalOrganisationalStrategicStrategic

It’s the ‘bit in the middle’ which is critically important

For more information, visit the DET intranet

https://www.det.nsw.edu.au/proflearn/areas/sld/frameworks/SLCF/slcf_org.htm

In each of the domain areas, click the link and look at the elements.

•You can use these for self reflection and design of a personal learning plan.

•You can use these as a discussion starter with Executive and aspiring leaders. Use the links from each element area to look at relevant documents etc.