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Leading, and Managing, the School. Accountabilities and organisational learning Roger Pryor

Leading, and Managing, the School. Accountabilities and organisational learning Roger Pryor Originally presented to a group of AP’s: Bathurst SEA 10 th September, 2004. Change is actually a constant within nature. Looking forward. Looking back….

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Leading, and Managing, the School. Accountabilities and organisational learning Roger Pryor

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  1. Leading, and Managing, the School. Accountabilities and organisational learning Roger Pryor Originally presented to a group of AP’s: Bathurst SEA 10th September, 2004

  2. Change is actually a constant within nature . . .

  3. Looking forward

  4. Looking back…

  5. 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 . . .

  6. Just what is it that schools and school leaders have to do ? Who, or what, sets the

  7. LEADING AND MANAGING THE SCHOOL A STATEMENT OF KEY ACCOUNTABILITIES FOR PRINCIPALS IN THE EFFECTIVE EDUCATIONALLEADERSHIP AND MANAGEMENT OF NSW GOVERNMENT SCHOOLS A FIRM BASIS IN LEGISLATION, AND REGULATION

  8. 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.

  9. 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

  10. Let’s take a closer look . .

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

  12. 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.

  13. 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.

  14. 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.

  15. 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.

  16. LEARNING OUTCOMES Think about the range of outcomes . . . And how they are measured and reported . . .

  17. What are the other outcomes from schooling ? What evidence can we use to demonstrate these outcomes ?

  18. 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

  19. STAFF WELFARE, DEVELOPMENT AND MANAGEMENT • The 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

  20. 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.

  21. Developing staff teams who see themselves as part of an environment where lifelong learning is the norm Building support and structure at all levels - scaffolding

  22. The most effective scaffolds Are built from the ground up They have safety standards They rely on trust and teamwork They are there to support the work we do They are not the work itself Someone needs to oversee the process.

  23. 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.

  24. Caught up in red tape ?

  25. Esteem Affiliation Security Physiological Domains of capability for highly effective school leaders Remember Maslow’s Needs Hierarchy ? Or Sergiovanni’s work ? Self- Actualization Lifelong Learners Educational Personal -Interpersonal Organisational – Management Strategic Basic building blocks

  26. Firm foundations are still essential Think about the role of current leaders in leading learning related to all of the organisational aspects.

  27. 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

  28. 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

  29. 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

  30. So.. How can we use this in a positive, creative way ?

  31. Run a “key accountability” audit . . Involve many . Share ideas

  32. 1. List the accountabilities – down the left hand column FOR EXAMPLE What evidence do we have that this is being met ? What issues need attention ? Key Accountability 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 Group members list evidence here And group members list any relevant issues here Try it as a staff tabloid !!

  33. 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

  34. What do we need to do.. What is the top priority ? Potential Impact Issues Listing 1 2 3 4 5 6 7 8 Urgency This is just one tool to assist this process..you may be able to suggest or share others

  35. Use the priority list to plan action. WHAT do we need to do ? HOW are we going to do it ? WHO is going to do it ? WHAT resources do we need to do it well ? 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 ? This is just one tool to assist this process..you may be able to suggest or share others

  36. There is so much to think about

  37. What is the most important thing ?

  38. Just what capabilities does it take to be a highly effective school leader ? Let’s ask the profession

  39. And, from this research base : The School Leadership Capabilities Framework

  40. Domains of capability for highly effective school leaders Personal Strategic Organisational Educational Interpersonal

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

  42. 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.

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