Appendix 1 The Principal in Action

The following are some humorous/practical tips on the role of the Principal. They form a random list of observations and opinions which owe nothing to the study of Educational Administration and everything to practical experience. They may be of some use to the new Principal.

1. Enjoy the honeymoon while it lasts. The end may be nearer than you think.

2. Watch out for the dead dog in the corridor and remove it before it disappears from your consciousness.

3. Pray that your predecessor was working on only three cylinders. It will help make you look pretty good. However, never be critical of your predecessor.

4. Do not put off the unpleasant task which must be faced. It will not improve with age.

5. Show real interest in all human beings on the premises. Learn names as soon as possible.

6. Empower people. Trust people. Let them try new ideas. Let it be seen that you expect some to work and some to fail. The only true way to find out which is which is by trying them.

7. The ceremonial occasions are important for school spirit and tone. Do become involved in the planning. Make them dramatic.

8. Set aside a time each day to compare notes with other staff. Have a folder for this.

9. Articulate your vision for the school and SELL it. Bore them with it if necessary. At least they will know what you are on about.

10. If you do not have a "vision" go to the mountain top and wait for it. Deep underlying beliefs are in all of us. It may take a conscious effort to bring them to the surface and to see them clearly. Do not expect it to happen overnight. When this stage is complete remember that, one way or other, it must be a joint, shared vision which drives the school.

11. Let all staff clearly understand that you expect them to be in a state of continual growth and development which must be planned and individualised.

12. Supervision is part of that growth process. Do not apologise for it. It should be accepted as the norm at every level. The vast majority of discussions after formal supervision are very positive and rewarding to both parties

13. Be prepared to fight to break down the wall around the classroom. There are too many who give lip service to the importance of the classroom but who will argue that you can monitor a teacher's work by examining the program and having the odd casual chat.

14. Let others see that you are a TEACHER.

15. When you feel burdened by the stress of the load others drop on you remember that they are really talking to your chair and not you. When you leave the chair try to leave the problems.

16. Accept that in your community YOU are "the Department".

17. Do not let your ignorance hinder you. When working with specialists your genuine interest and concern are worth years of training.

18. Never stop focussing on teaching.

19. Set yourself simple personal goals and be seen to be striving after them.

20. If all else fails be prepared to admit mistakes and (shudder) even apologise.

1. Irate parents: give them a hearing be prepared to spend a lot of time with them do not let them feel guilty sympathise with them summarise the position be prepared to admit fault

2. Understand your own personality style and find how it affects others.

3. Speech days are very important days. Take an active personal interest in seeing that it goes well. The public bases its opinions of the school on these peripheral activities rather than on the reality of the classroom because it is what they can see.

4. Do not despair over administration. Accept that good teaching and learning can only happen where the organisation allows it to occur.

5. Expect pressure from others who may have a different expectation of the role you should play in the school.

6. Have a second, secret office.

7. Do not automatically equate your "whirling carnival of activity" with productive output.

8. Plan your day. It won't happen as you planned it but it is still worth doing.

9. Use negotiated, documented, time-based personal goals for all teachers.

10. Accept that some individuals will occupy a disproportionate amount of your time.

11. Be seen to be at least as honest as Caesar's wife.

12. Be seen as a student. Read. Start a higher degree?

13. Be yourself. Do not try to play the role of another.

1. The job is difficult. It is even harder for those who do not have: a stable personal life good health freedom from financial worry a coherent philosophy of life

2. You must win the fight to get out of your office often.

3. Remember that since the Principal is at the top of the tree, you are probably in a dead end job. At least they won't suspect your motives!

4. It helps if you are seen to be the hardest worker on the job.

5. Try to maintain contact with your family.

6. Never stop acknowledging achievement. Write letters to staff members, present certificates and make honourable mentions in newsletters.

7. Have an emergency set of documents always within an arm's reach of your chair. These should include

• Police in schools
• Suspensions of Pupils
• Enrolment of children with disabilities
• Child abuse policies
• Media policies
• Education Reform Act
• Phone number of Legal Branch
• Emergency evacuation procedures

8. Be prepared to get your hands dirty and to join in with students or staff on any task in which they are engaged in. You might get a call to your office after a few minutes but at least you showed you were willing.

9. Be prepared to use technology to help you increase your efficiency. Computer, beepers, buzzers, high-tech notebooks, mobile phones, anything that genuinely offers increased effectiveness.

10. Every time someone wants to change the uniform, tell them it is an interesting idea, insist they form a committee but make sure that you NEVER join it.

11. Think of your relationship with staff and community as a trading account in good will. Use it freely but stay in the black.

12. Learn to delegate and to know when to get out of the way and leave others to get on with it.

13. Plan your meetings carefully. The time is precious. Threshold planning is not good enough.

14. Try to keep a sense of proportion. Will today's crisis look so important ten years from now?

15. A sense of humour will be more valuable to you than a Doctorate in Education and a life-time supply of Valium.

16. Share the load or you will go down under it.

17. Be wary about modelling your behaviour on principals you have known and possibly admired. In times of great change and ambiguity new models of leadership are needed.

18. Support your staff but do not over-protect them.

19. Industrial relations are important. Think about the Federation and your attitude to it. A joint committee which keeps open the lines of communication seems to work well in some schools

Presented at a 1997 Principals' Conference by Laurie Murphy Cluster Director Tamworth West

Appendix 2

The Role of the Principal in the Public School System

Major areas of accountability

• Ensure that the education and welfare of all students have the highest priority in the operation of the school.
• Provide quality education for all students in accordance with the priorities of the Department and the curriculum requirements of the Board of Studies.
• Provide educational leadership and develop a vision for the school in consultation with the school community.
• Provide effective communication between the school and the community and to promote the full participation of the school community in the development and achievement of the school's goals and purposes.
• Manage the school in an effective, efficient and equitable way within available resources and within the relevant legal and policy framework.
• Ensure efficient and effective management of staff is a high priority in the school.

   

  The accountabilities will be realised by:

• developing procedures for the review and improvement of quality educational outcomes for students
• managing the curriculum and organisation of the school to provide for the needs of all students
• addressing the welfare needs of students and staff including the establishment of a safe and harmonious work environment
• establishing effective decision making and communication procedures with the school
• promoting effective parent, staff, student and community participation in the school including the establishment and support of a school  council
• developing management and strategic plans for the school in consultation with the school council and school community
• establishing effective personnel practices incorporating appropriate EEO principles and performance management
• managing the school resources effectively and efficiently
• promoting the work and achievements of the school to the wider community

   

  Ken Boston
  Director General of School Education
  July 1992

  Appendix 3:

  The Role of the District Superintendent

  The District Superintendent is accountable to the Director-General for the quality and standard of education in a designated group of schools.

  Key Roles

• Plan and manage the provision and operation of public education within the school district
• Ensure that specified student performance standards are achieved
• Support schools in identifying and accessing professional support for school improvement
• Monitor educational audit and financial audit outcomes for schools within the district
• Manage and coordinate the activities of district staff ensuring that they are strategically focused on system priorities and responsible to the expressed needs of schools.
• Liaise with and support state office directors in ensuring system priorities are realised
• Provide timely and accurate advice to State Office on all matters pertaining to effective district operation
• Develop and maintain effective relationships with staff, parents, unions, community groups, business, special interest groups, other government agencies and education sectors
• Promote public education to the broad community
• Manage the district's resources effectively and within budget
• Educational leadership responsibilities as delegated by the Director-General

  Appendix 4: Fundraising Ideas

   

  4.1 Food based activities

  A Catering

  Cater for events such as clearing sales, weddings, balls, auctions, inservice days, picnic races, sports days, dog trials, gymkhanas, sales, progressive dinners, family reunions.

  B Market Stall

  Parents run a tea and cakes/produce stall at election times and at local markets, events. Make sure all goods are donated.

  C Pie Days

  P & C collect orders for family sized pies from friends, neighbours and the wider community. The local bakery makes them at cost. They are sold at a profit to consumers.

  D Tuckshop

  The P & C run a tuckshop one day a week (frequency may vary according to interest of students and support from community) selling cans of drink, ice creams, lollies, hot dogs, mini pizzas etc.

  E Lamington Drive

  P & C buy ingredients at wholesale prices and collect orders from friends, neighbours and the wider community. A working bee makes the lamingtons which are delivered upon payment. Generally very popular and profitable but hard messy work.

   

  4.2 Social Functions

  A Video Nights

  This type of function can either go like a cracker or drop like a lead balloon. Get new releases from supplier and run a film night at school to which community is invited. Charge entry fee and provide supper. P & C donate labour and food. Include supper in cost of entry fee. Canvas level of interest first. Investigate availability of video projectors and large screen.

  B Bingo Nights

  P & C provide cards, bingo kit, caller and supper. Participants purchase their cards upon entry. Families donate prizes for each game. The more prizes the more games played. P & C provides a major prize for final game. The evening concludes with supper.

  C Balls and Dances

  Balls with a theme can be held once a year and can attract outside money. They provide a good social outlet for the community. Children can learn a variety of dances as part of the PE Program. Can take some organising. Needs wholesale support of the community.

  D Quiz Nights

  Ten rounds of ten questions with questions being of a fun type and trivial. Don't make them too factual or the night becomes boring. The person designing the questions asks them. At the end of each round some fundraising activity can be held. (Auctions, raffles etc). A continuous score is kept on a tally board. Each group/table has to pay to enter and each P & C member has to organise a table. A supper can be served at the end of the night.

  E Progressive Dinner

  Always popular for people with strong constitutions. Organise a bus with a non-drinking driver.

  F Garden Party

  In the ground of your local "grand old homestead" (if available). Invitation only. You may like to organise a fashion parade as an extra attraction.

   

  4.3 Sales

  A Commercial Fundraisers

  • Chocolate and biscuit orders
  • Personalised stationery
  • Mail order gift catalogue
  • Family photos

  B Auctions

  Advertise to the wider community as well as with locals. Items are brought to school and auctioned by local auctioneer who donates his services. P & C caters.

  C Wood Raffle

  D Livestock

  P & C purchase/donate calves or lambs which are fattened on local properties. P & C receive profits from the sale.

  E Enterprise

  • calendars and sells spaces for adds
  • cook books
  • school centenary - 25th, 50th, 75th, 100th memorial books
  • school mugs and glasses
  • aluminium recycling

  F School Fete

  G Election Day -

  • cake stall
  • white elephant
  • product stall

  H Family Days

  • Catch the Painted Crayfish
  • Cowpat Lotto

   

  Appendix 5:

  Principles of Natural Justice

  The principles of 'natural justice' are based on the expressed notion of "a fair go all round".

  The principles are concerned not only with protecting individuals from arbitrary government action but also with securing the integrity of administration.

  If the individual most vitally affected by a decision is not given an opportunity to provide information to the decision-maker, or if the decision-maker's personal preferences will be advanced by choosing one preference rather than another, then the decision is more likely to be a bad one.

  Conformity with the principles of natural justice provide the informed and balanced foundation for discretionary choices which are both justifiable and just.

  The principles of natural justice are divided into two aspects of substantive fairness and procedural fairness. Both requirements are equally important in determining that decisions are not 'harsh, unreasonable or unjust'.

   

• substantive fairness

  (reasonable grounds for action and action matches level of information)

  * valid reasons related to employee's conduct for action

  * consider the nature, severity and persistence of the conduct

  * substantial basis in fact for action

  * objective evidence that proves the allegation 'on the balance of probability'

   

• procedural fairness

  * reasons given to employee

  * right of reply

  * warning given to employee

  * reasonable period of notice

  * compliance with agreed procedures

  * appropriate support programs

  * confidentiality

  * copies of records

  * impartiality

  * detailed and objective documentation

  * recognition of role of union

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