Operation and management structure at CBRSS in 2011 and beyond

1. Operation and management structure at CBRSS in 2011 and beyond

2. Brief history • Early years: • 22 years ago started with one Kindergarten class • Grew to K-6 school with College of Teachers, Council • Recent times: • K-12 school with Educational Administrator / Business Manager / College of Teachers • Then moved (2007) to Principal / College of Teachers • 2010 • Principal’s role established in School’s Constitution • Principal <= = => College of Teachers

3. Literature • ‘Vogue’ of decentralised management may have been misplaced (Lehrs) • Over-complex forms of management (Schaefer) • Misconceptions of Steiner’s position (Staley) • Steiner proposed ‘republican’ not ‘democratic’ (Lehrs) • Democratic management inhibits initiative (Lehrs) • Modern compliance demands lead toward alternative structures (Gentle)

4. Management models • Management structures can vary from: • Traditional hierarchical, through distributive, to Consensus-based • Management styles can vary from: • Autocratic, through Republican, to Democratic Traditionally hierarchical Weakly hierarchical Distributive Consensus-based +-----------------+-------------------+-------------------+-------------------+------------------+-------------------+ Autocratic Republican Democratic

5. Distributive management • Management by a facilitator from the centre, not an authority at an apex (Fullan, Wagstaff, Conlan & Goldman, Hargreaves) • Managers (administration, teaching) report to, but are not supervised by, the facilitator • Facilitator exercises authority through, not over, the team • Power of veto must be reported to Governing Body • Two types of managers • Teacher managers: curriculum, assessment, student behaviour, professional development • Administration: business, frontline, site, staffing

6. Consensus-based management • This is a form of collaborative, shared decision-making (Meadows, Bauer, Lange) • Four premises: • Those closest to students make best decisions • More say for school community • Those carrying out decisions have voice in deciding • Sense of community ownership

7. The choices (1) Traditional hierarchical model

8. The choices (2) Weakly hierarchical model

9. The choices (3) Weakly hierarchical model (an alternative)

10. The decision • Five proposals and the cost of each are shown in the paper. The comparisons are interesting reading. • It is clear that the financial position of a school at any time will have an impact on the choices. • The following below was recommended to the School Council by the College of Teachers.

11. The decision

12. The decision • Is republican which according to Steiner (according to Lehrs) is: • “Leadership by merit for limited tenure” • Is a blend of hierarchical and distributive forms of management: • Principal • Part-time Coordinator – Primary and Early Childhood • Part-time Deputy Principal – High School

13. Distributive in PS & EC • Managers in Primary and Early Childhood • Early Childhood Manager • Student Behaviour Manager • Student Assessment Manager • Curriculum Manager • Collaborative team supervised by the Coordinator and Principal • Roles are to assist and support teachers

14. Distributive in HS • Managers in the High School • Student Behaviour Manager • Student Assessment Manager • Curriculum Manager • Collaborative team supervised by the Deputy and Principal • Roles are to assist and support teachers

15. Distributive across the school • Timetable Manager • In collaboration with Coordinator (PS&EC) and Deputy (HS) to coordinate and timetable • HS lessons in accordance with compliance requirements • PS specialist lessons • Supervision rosters • Teaching room allocation • Outdoor education spaces

16. Tenure • Positions reporting to Principal • 4 years • Positions of Manager • 2 or 3 years for PS & EC as considered suitable according to individual circumstances • 3 years for HS

17. Remuneration (1) • All positions will receive an allowance for additional responsibility and time relief • Coordinator - PS&EC, Coord 1 and 0.08 FTE time • Deputy Principal - HS, Coord 3 and .3 FTE time • Managers in PS&EC, 0.8 C1 and 0.08 FTE time

18. Remuneration (2) • Managers in HS • SBM, Coord 1 and 0.1 FTE time • SAM, 0.5 x Coord 1 and 0.1 FTE time • CM, 0.5 x Coord 1 and 0.1 FTE time • Timetable Manager • Coord 2 and 0.05 FTE time

19. Role statements and recruitment • Role statements • have been written for each position • will be reviewed in 2011 by the incumbent and the supervisor • All positions will be filled by merit-based, internal, expression of interest • Panel to select Coordinator-PS&EC and DP-HS will be chaired by Principal, Council nominee, College nominee • Panels to select Managers will be chaired by Principal, Coord-PS&EC or DP-HS as relevant

20. Impact on College • This change has had a strong, beneficial effect on the College of Teachers • Now, the meetings are dedicated to curriculum and its implementation (pedagogy) • College has a role to comment on and if possible support (it has been so) the Principal in bringing to the Governing Body matters requiring their approval.

21. Discussion