8.1 IntroductionThe school community are the people you will be living and working with throughout the period of your appointment. They are also the parents of your students and have a vested interest in what happens within the school. They have seen principals come and go and usually have a well developed sense of ownership of THEIR SCHOOL! Many of them may have been students at the school.
Your success or failure in the position, your professional satisfaction and enjoyment depend upon the relationship that you establish between the school and the community.
Be positive from day one.
It is important that a positive educational partnership between school and community is developed based upon mutual respect and the belief that community participation is a shared responsibility that will enhance educational opportunities for pupils.
This educational partnership will depend largely upon the following factors:
- your understanding of the community
- the trust that develops between school and community
- the lines of communication
- making children the central focus of the school
Your community is a tremendous resource that could do much to increase the effectiveness of your school. The following ideas may help you to develop a working relationship with your school community which is productive, rewarding and satisfying to all.
Notes from a humorous address to principals in 1997 by Laurie Murphy (Cluster Director -Tamworth West are at Section 16 - 1.
8.2 Getting to Know your Community
All school communities are unique and have their own needs, interests and priorities. To live and work happily within a small community it is vital that you get to know and become part of it. One of the first steps you should take is to study the community and try to better understand the expectations and attitudes.
Know and understand the role and responsibilities of a principal and the roles of others such as the superintendent.
The following is a list of possible strategies to follow when trying to better understand your school community:
- identify where people meet - hotels, churches, sporting clubs
- identify the composition of the community:
- Aboriginality
- ethnicity
- religious
- social hierarchy
- identify the economy of the community
- identify any potentially controversial community issues eg logging
- talk to staff - teacher, cleaner, clerical, general assistant
- talk to the children
- contact previous principal and neighbouring principals
- establish informal contacts and discussions with community members
- contact your P & C and School Council President
- organise a morning tea or BBQ to meet the community
- peruse school records - annual report, budget, financial statement, principals notes , policies and curricula
- peruse other records such as P & C and Council Minutes, BST results, school history, media file, old newsletters
- ask parents and community members about regular occurrences and events - show day, sports days, organisational matters
- contact district office staff - district superintendent,
consultants
Hasten slowly!!
Remember many practices have been adopted over extended periods. Parents may have a stake in these.
Appendix 2
"Leading & Managing the School" June 2000 ( A statement of key accountabilities for the principal )Appendix 3
"Role of District Superintendent" - Draft 19978.3 Positive School/Community Relations
Positive community relationships and involvement can only become a reality in an atmosphere of trust and openness. This can only develop in a situation where you as principal allow it.
Ensure you get the views of a broad cross-section of the community when making decisions that effect the school community.
THINGS TO REMEMBER
- you are the senior DET officer in the community; insure that your behaviour and presentation reflects this responsibility
- know your own strengths and weaknesses
- be prepared to delegate - staff, students and parents (keep in mind you have delegated but are still responsible)
- community members have a right to question, try not to take it as a personal attack
- develop clear consistent lines of communication - towards staff, students parents and the community
- be sure these messages are clear and unambiguous
- assess community expectations - find out what they think, what they want and why.
- make sure all members of the school community are aware of their roles - yours, members of staff, school council, P & C, P & C Executive
- you are a visible member of the community who can have a great deal of influence on events
- for reasons of accountability and for future reference, keep a record of all correspondence, decisions, meetings etc.
- discuss issues that concern everyone in a frank and open manner
- not all issues are public. Exercise discretion
- develop a policy of shared decision making and collaborative management
- develop an "open door policy"
- be approachable
- involve parents in school programs
- support parent contributions
- ensure community opinions are valued
- become involved in the community yourself
- provide a variety of roles for parents within the school community
- try and encourage "new blood"
- make school decisions "our decisions"
Don't look down or be condescending towards the community.
Always add a positive comment when someone is being negative.
Disclose errors or weaknesses carefully.
Don't blame any parent, teacher or pupil.8.4 Communication
If parents and community members are to become more involved in the school and make a greater contribution they need to receive as much information about the school as possible - its purposes, processes, achievements and problems. An informed parent is more likely to be supportive and understanding of what the school is trying to do. Effective communication reduces misunderstandings and clarifies issues. As principal you should be trying to utilise all available communication channels. These may include:
Newsletters containing:
- school news - particularly about the children
- up-coming events
- recent successes/achievements
- department/school information
- community notices
- children's work
- SRC, P & C, Council information decisions
- photos
Make it light, easy to read and humorous where appropriate
School Prospectus containing:
- situational analysis
- bell times
- uniforms
- infectious diseases policy
- school/department information - contacts, (brief and basic)
- enrolment procedures
- P & C/School Council information, meeting times etc
- staff information (who and their title)
- curriculum information
- special events
Make sure it has a bright attractive cover and reflects the achievements of children.
School Council & P & C Meetings
- principal/teacher's report
- school management plan
- budget
- financial statement
- departmental information
- up-coming events
- working bees etc
Reporting to Parents
- parent/teacher interviews (formal & informal)
- report cards
- student work samples
- three way reporting
- outcomes
Welcome new families
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School assembly
- run by student council
- awards, merit certificates, birthdays
- principal's message
- student council report
- class/combined items
- national anthem, school creed, flag raising
- student work samples
- presentation ceremonies - sport, achievement etc
Notice Board - must be obvious eg office, verandah, main gate
- coming events
- students' work
- photos
- minutes of meetings P & C, Council, Student Council
- awards won by the school, teams etc
Consider a "jury system".
When important decisions are to be discussed, ring a random selection of parents to get their opinions.
8.5 Marketing the School
Establish the identity of the school and work towards creating a positive image to the wider community. Identify its strengths - sporting, academic, social or cultural and market them enthusiastically. Ensure those activities that have been traditional strengths of the school continue. Work towards expanding the range of activities at which the school excels. Suggestions for marketing the school may include:
Your Image - Present yourself as the educational leader of the community by acting and dressing accordingly.
Think about:
A. - what you do
B. - what you say and to whom
C. - where you are
D. - your manner of speech
E. - your dress
F. - how you present yourself
Be a positive, visible presence around the school:
- spend time at the gate when students leave
- interact positively with parents and pupils
- show how you relate to the children
School Grounds
a) plant trees and bushes
b) remove rubbish from the playground
c) keep grounds tidy
d) erect a school sign
e) maintain fixed equipment, benches, seats etc
f) paint murals on tanks and wallsStudent Work Displays
g) fill classrooms with student works
h) display work samples in the school foyer, your office, the library and the local post office or store
i) incorporate student works into Notice Board displays
j) organise class open daysVisitors
a) notify staff of visitors' arrivals
b) organise students/staff to welcome people at the gate
c) show people around the school
d) practise the correct procedure for introducing peopleOffice and Foyer
a) provide comfortable seating for visitors
b) practise correct procedure when answering the telephone
c) make the area welcoming - pot plants, bright curtains
d) display pupils' work, craft, school photos, trophies, pennants and copies of prospectus and newslettersPublic Acknowledgment of Contributions to the school
a) mention contributions in the newsletter, at meetings, on the notice board
b) respond personally with a note, card or phone call
c) remember people's namesThe Media
a) produce regular media articles, (TV, radio, newspaper)
b) publish student achievements (academic, sporting)
c) provide reports on excursions and school functionsSchool Celebrations
a) Education Week activities
b) Easter/Christmas/Anzac Day
c) Presentation Day/NightCharity Events
a) Red Nose Day
b) Jump Rope for Heart
c) MS ReadathonReference : You're Invited - A Guide to Organizing Events in NSW Government Schools
8.6 Community Participation in the School Curriculum
Parents are interested in education so provide them with opportunities to learn about the education system and how your school operates. Provide them with opportunities to develop skills to assist their own children to learn and to participate in the educational programs that are running in your school.
Suggestions for involving the community in the school curriculum may include:
A Information Sessions
Invite all staff and encourage their attendance at all community sessions. Advertise the meetings widely in the community and with good lead time.
Consider a tele-conference - sometimes more convenient for parents/community members than attending a meeting.
Types of Information Sessions include:
- P & C and School Council meetings
- school development days
- specially convened planning sessions
- guest speakers
Topics covered at information sessions may include:
- the Key Learning Areas
- school/departmental policies and/or departmental structures
- staff roles/responsibilities
- goal setting
- self esteem
- equity in education
B Parent Support Programs
Programs which parents could become involved in may include:
- Parents as class tutors schemes
- Home reading schemes
- Homework
- Developing school based resources
- Parental/Community Training and Development programs, such
as Talk to a Literacy Learner
C Older Community Members Day
A program to involve older community members might include:
- The P & C or other school group to provide a lunch
- Children present songs, poems etc.
- Allocate a student to one or more visitors
- Children demonstrate their work
- Provide copies of school newsletter
- Involve visitors in model mentor programs in literacy
and/or numeracy
Whenever you ask parents or community members to assist ensure they are thanked appropriately.
Getting the best from your helpers
- set meaningful tasks and explain why a task is important if it is not obvious
- do not put anyone in a compromising situation
- provide clear instructions
- set reasonable deadlines and be aware of seasonal demands on country people
- always have a contingency plan
- don't overwork your most valuable helpers
- always show your gratitude. Tailor the "Thank You" to the
task but be consistent.
8.7 Community Involvement in School Governance
The School Council and the P & C are the two bodies usually involved in making decisions with regard to school governance and represent an essential partnership between parents, staff, the wider community and students.
Small schools often don't feel the need to develop both a P & C and a School Council as the community and parent body are so small that the functions of both these organisations can be amalgamated.
8.7.1 Committees
The make up of committees in your school will relate to historical organisation. It will depend upon what programs are operating, your school population and its diversity. Try to keep these to a minimum number whilst ensuring that all care givers and others involved have ample opportunity to provide input.
Examples of School Committee Organisations
School One - Small student population < 50. The School Council at this school operates as not only a Council, but also as the P & C, school finance committee and the school CAP Committee. Committee decisions are communicated to the community through the school Newsletter and P & C reports.
School Two - Student population < 159. This school has an operating School Council, P & C and another committee which deals with CAP and DSP. It reports back to the School Council and they work together on school priorities tying them into both school funded and Commonwealth funded programs.
School Three - Student population < 149. This school has a School Council which is also the finance committee, a P & C, a Mothers' Club, an Equity Committee and a KLA/Curriculum Committee. The Council and the KLA Committees are the major decision making bodies of the school and all key groups are represented on these committees. Reports from each of the committees are tabled at the other committee meetings
8.7.2 School Council Guidelines - March (1998)
Copyright 1998 NSW Department of Education and Training Executive and Legal Services
School Councils provide a focus for school community activity. The School Council is the group responsible for setting the goals for the school and the directions that the school will take in the future. It has an important role in making sure that the whole community is involved with all the important decisions made by the school.
THE ROLE OF THE SCHOOL COUNCIL
In New South Wales all important decisions about how schools will run are made either by the state government or by each school. Those decisions which affect the whole system are made by the NSW Government and become laws or are announced and published by the Minister for Education and Training.
The school makes most of the rest of the decisions about how it will operate. The major group to do this is the School Council. The guidelines below provide the context within which the council will operate. The district superintendent is responsible for making sure that these guidelines are followed.
FUNCTIONS OF THE SCHOOL COUNCIL
The School Council cannot change or ignore policies set by the NSW Government for all state schools. It must operate within the framework of state policies, system priorities, the mandatory statewide curriculum and available resources.
What the council can do is:
- identify the needs and priorities of the community
- calculate the school's financial needs
- set the aims and directions for the school
- assist in developing the school plan and the budget
- work with other school or community groups to help them assist the school
- ask the community and then advise the school about the subject choices the school might offer
- advise the school about how the school reports on student achievement
- develop and endorse student welfare policies
- provide advice about extra services required by the school
- make the school policy on community use of the school's facilities or the arrangements for sharing facilities
- take part in selecting staff where that is appropriate
- present and promote a positive image of the school in the local community. This should increase everyone's understanding of what is going on in the school and make it likely that more people would want to become involved in helping the school
- strengthen the role of the school within the community.
School Councils represent all the people who have a legitimate interest in the school. This must include parents, staff and members of the community and often includes students. Each school is free to decide how many members the Council will have and how many seats will be reserved for parents, how many for staff and so on.
There are two limits on this freedom; parents and members of the community must make up the majority of the members of the Council and no one group can be so large as to out-vote all the rest.
Members of the Council are accountable to the groups they represent on the Council. They must consult with them on relevant issues that are dealt with in council. Parent members are expected to report to their parent organisation and staff and student members should report to the school staff or the student body. Aboriginal members would be expected to report to their Aboriginal Education Consultative Group or Aboriginal Student Support Parent Awareness committee.
Principals and staff members are not eligible to be president of the Council at the school where they work. They are eligible to be made president of the Council of another school as representatives of parents or the community. The Education Act 1990 (section 116 2[c]) states that the P & C Association or duly constituted parent organisation has the responsibility for the election of parent representatives to the Council.
DECIDING ON POLICY
Councils usually get information about an issue by asking for advice and discussing it with the community. After they have discussed it they make a policy that will work in that school. This often involves the council having to consult with groups which have very different ideas and negotiating a workable solution.
IMPLEMENTING THE DECISIONS OF THE COUNCIL
While Councils set policy directions, it is up to the principal and staff of the school to implement them. For example, the School Council, after consultation, might negotiate for a priority language other English to be taught in the school. The principal and staff would then decide who was to teach the language and the methods and resources to be used. The School Council members would co-operate in insuring the program was a success.
ESTABLISHING A SCHOOL COUNCIL
The experience of many schools shows us that it is essential to spend time in the early stages to build a consensus. This could take time but should involve discussions with all the relevant groups who will have an interest in the role of the future council.
Information and advice is available from many places and the principal and the district superintendent will have access to resources and people who can make this part of the job easier.
At some stage an open meeting of the school community should be called with enough notice to make sure that as many people can come as possible. The purpose of the meeting is to form a steering committee which represents the groups in the school. This committee will need to draw up a draft constitution and probably hold further meetings to give many people an opportunity to have their say.
Once a draft constitution has been written the steering committee and all the important groups within the school should call another open meeting. The purpose of this second open meeting is to discuss the draft constitution, and amend it if necessary and then adopt a final version as their School Council's constitution.
Once the constitution has been finalised a copy should be sent to the district superintendent who will insure that all the guidelines have been followed. The school council will then receive a copy of its charter which formally acknowledges the council's establishment.
THE SCHOOL COUNCIL'S CONSTITUTION
The constitution must include these three clauses:
- The School Council will operate within the context of the relevant legislation and the stated policies of the NSW Government and the priorities of the Department of Education and Training.
- The principal remains accountable under the Public Finance and Audit Act for the management of school finances.
- The principal is accountable to the district superintendent for the total management of the school and for the implementation of the policies and priorities determined by the Council.
The constitution must also give information under the following headings: Name, Definition, Aims and Objectives, Role, Membership and Composition, Constituencies, Election of Councillors, Council Office Bearers, Council Meetings, Annual General Meetings, Council Records, Amendments to Constitution, Terms of Office, Casual Vacancies, Special Meetings, Quorums, Dissolution and Dismissal of the School Council.
This framework still allows each school plenty of room to make a constitution to suit the needs of the school and the local community. The district superintendent can provide a model constitution if asked. Constitutions for other established school councils are another source.
THE LEGAL RESPONSIBILITIES OF THE MEMBERS OF THE SCHOOL COUNCIL
Members of the School Council are protected by the Department from all legal liability which comes about as a result of carrying out their duties for the school council in good faith. The principal is accountable for the total management of the school and its finances. It is also the responsibility of the principal to implement the legitimate decision of the School Council.
School Councils have no authority to borrow money, enter into contracts, own property, have bank accounts, employ people or assess staff efficiency.
If an issue cannot be resolved by normal council procedures or by a special general meeting the district superintendent will resolve the matter.
Talk to other schools who have School Councils. In some districts networks of schools with school councils have been established. You can get more information on this and other matters from your district office. In addition, School Councils - Strengthening the Partnership, a resource kit, has been developed by the Department and is available from the Training and Development Directorate.
- The parent organisations also provide support materials on starting and operating a School Council, which are available from FOSCO (02 9319 5024) and the Federation of Parents and Citizens' Associations (02 9360 2481).
8.7.3 The Role of the P & C
The P & C is a vital forum to formalise parent contribution to the school. It allows parents to feel valued as integral participants in school life, organisation and support. The major strengths of an effective P & C are that they:
- provide an opportunity for parents to contribute to planning ideas for the school
- provide a vehicle for parents to organise support activities for the school
- provide a formal parent organisation to make decisions on
appropriate matters of concern
8.7.4 Preparing for a P & C Meeting
- prepare a succinct report for each meeting and have sufficient copies to hand out
- establish procedures for dealing with general business
* acknowledge the question/issue
* take the time to prepare your response OR
* list item for consideration at next meeting
- work closely with President/Chairperson to establish
efficient meeting procedures eg Agenda, timekeeping
8.8 Community Use of School Facilities
Small schools are often the hub of small communities and so it makes sense to allow the community the use of school buildings and facilities when they are not required for teaching and learning or other departmental activities.
In approving use of facilities, schools should ensure that the organisation and proposed use are consistent with the values and goals of public education. A Community Use Agreement should be negotiated between the school and community groups following consultation between the principal, school council and parent body.
Reference should be made to departmental policy regarding community usage of school property before approving any usage so that the property is safeguarded and illegal or unsafe practices are not permitted.
A sample Hire of School Facilities Agreement is in Section 17.3.
Advantages:
- enhanced cooperation and goodwill between the school and community
- opportunities for the community to become better informed about, and participate in the school's operation
- more effective use of valuable school facilities
- opportunities for the community to play a positive part in
school security through out-of-hours use of the facilities
Suggestions:
- learning/homework centre for secondary students and others
- community languages classes
- adult learning classes
- meeting venue for community groups
- computer education classes
- playgroup
- arts & crafts classes
- sport (use the oval, cricket nets, tennis court etc)
- social functions (see SOCIAL FUNCTIONS in Appendix 4.2)
8.9 Fundraising
Most small schools become involved with fundraising at some time or another and it has traditionally been the major contribution the parent body makes to the life of the school. This section is written in the hope of providing you with some fundraising ideas that your school can use. Some require a lot of effort while others are ingeniously simple.
Choose activities which suit your school and best provide opportunities for school and community to work together towards enhancing the children's educational environment.
Before any fundraising activity commences it is wise to give some thought to the following issues:
- set a clear goal for the fundraising
- nominate a capable coordinator to take charge of the activity
- fundraise away from your local community wherever possible
- Check on:
* propriety of the fundraiser
* public liability requirement
* health & safety issues - Plan and investigate carefully before work commences:
* potential problems/difficulties
* feasibility
* profitability - Have a financial management plan.
Familiarise yourself with the historical fundraising activities in your community. Some ideas are at Appendix 4.
REFERENCES:
"Community Use of School Facilities - Policy, Statement & Implementation Procedures" - NSW DSE 1994.
"Community use of school facilities"- - NSW government schools
- Community language schools
- Adult and community education
Flyer produced by NSW Department of Education 1997
"School Council Guidelines" - NSW DSE Nov. 1994.
"School Council - Strengthening the Partnership" - NSW DSE
"The Planning Cycle of The School - the School Council" - NSW DSE 1993.
"Catalogue of Useful Resources for School Council"- NSW DSE 1991.
"Community Participation & The Small School" - Services Directorate NSW DSE, 1986.
"Fundraising in the Small School"- Services Directorate, NSW DSE 1987.
"Parents Guide to School and Department of Education"- 1994 Federation of P & C Constitution.
"The Sausage Sizzle and Beyond" - Metropolitan East Region 1986, DSP Resource Library Erskineville
"Investigating Community Participation" - Resource Kit Metropolitan South West 1986
"The Home School Connection" - Western Region 19968.10 School Intruders
The Inclosed Land Protection Act 1901, provides the basis to deal with school intrusions, or what are commonly known as trespass. The Government has recently doubled the penalties applying under the Act.
The act provides for the following offences:
1. Entry without lawful excuse onto school lands without the consent of the owner, occupier, or person apparently in charge of the land. It is up to the intruder to prove they have a lawful excuse to be on the land. Maximum penalty $1100.00
2. Remaining on school premises after a request to leave has been given. Maximum penalty $1100.00
3. Remaining on school premises after a request to leave has been given AND behaving in an offensive manner. "Offensive manner" is behaviour that a reasonable person would find offensive. It must be sufficient to wound the feelings, arouse anger, resentment or disgust or outrage in the mind of a reasonable person. Maximum penalty $2200.00
4. Giving a false name and address. Maximum penalty $55.00
If an intruder is found on school property, the principal, or person in charge, should inquire about the person's right to be there. If a legitimate reason cannot be provided, the person should be advised that they are trespassing and requested to leave.
If the person refuses to leave, the police should be called, which may result in the person being arrested and charged under the Act. Prior to the arrival of the police, no action should be taken to restrain or apprehend the person. No staff member should put himself or herself in danger.
Sometimes a person who would usually have a legitimate reason to be on school premises may have been refused entry by the principal. This is usually because the person has threatened or used violence towards students or staff or otherwise behaved inappropriately.
While anyone can be directed not to come onto school premises, such action should only occur after other attempts to resolve any dispute have failed or behaviour is so serious that it warrants such action.
A principal should take the following steps when a decision to deny a person entry to the school grounds has been made:
1. A letter should be written stating the person is not to enter the school's premises without permission. The reasons for this action should be included. If entry is to be allowed for certain purposes or under certain conditions these details must be clearly spelt out. The Department's Legal Service Unit can assist in drafting such a letter.
2. The letter should be delivered to the person either personally or by certified mail.
3. The local police should be informed that such action has been taken and the reasons why. A copy of the letter should also be provided to the police. If a person denied entry subsequently contravenes directions and enters school premises, police can be called, the person arrested and charged under the Act.
It is important to note that it is not necessary for the police to catch the offender actually on the premises. All that is required is that the person is seen on the site and that one or more witnesses are prepared to give evidence of this.
If the police decline to take action because the offender has left the premises prior to their arrival, contact should be made with the officer in charge of the station in an attempt to resolve the issue. If no resolution can be reached, contact the district superintendent.
Action that can be taken against school intruders under the Act should not be used as a substitute for normal school discipline procedures.
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