Review of post of responsibility structure general
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A possible approach!
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Transcript of Review of post of responsibility structure general
A possible approach!
Ø 3.40-4.10pm-Overview
Ø 4.10-4.35pm-Workshop on clarification/ general prioritisation-(Group activity).
Ø 4.35-5.00pm- Discussion/additions/omissions (Full staff)
Ø 5.00-5.20pm-Prioritisation (Individual activity)
Ø 5.20-5.30pm-Formation of review group and planning for the next step. Ø 5.35pm-Conclusion
..... create effec(ve in-‐school management structures to support us in the core business of St. Emmet’s Secondary School
• The Moratorium • Massive changes in recent years e.g.
Legislation; WSE/MLL; Cross -sectoral redeployment, Societal change, Other cutbacks
• Significant change in your school-loss of 3AP posts/ 5 SDTs/new Deputy Principal
• WSE’15 and its recommendations • Need for distributed leadership in schools today
e.g. Literacy and Numeracy Initiative /School Self-evaluation....... JCT –posts?
• New appointment procedures-new structure?
} Every two years (recommendation Vol. Sec.) } Specific review of a post upon request by either
post holder or management } New posts/diminishing posts (SDT teacher area) } On foot of WSE/MLL recommendations v Need to ensure equity, proportionality and
relevance v All staff have a part to play in identifying school
needs and in being consulted on schedule of posts
The quality of in-school management (ISM) is one of the factors to be evaluated. This evaluation to include:-
} The extent to which ISM involves staff in decision
making } Awareness among staff of the management structure of
the school and the schedule of duties assigned to ISM } The effectiveness of ISM in ensuring that responsibilities
delegated to post-holders…are carried out effectively and efficiently
} The relevance and clarity of duties } Policy and practice in the monitoring and review of
duties assigned to post-holders-role of BoM
“This schedule (of posts of responsibility) iden(fies the du(es aBaching to each post. However, insufficient evidence was made available during the evalua(on to assess the relevance of this schedule in mee,ng the current needs of the school”
‘The schedule of posts of responsibility should be reviewed in the context of current school priori7es and needs’.
‘Staff members who have a post of responsibility have been assigned specific du(es. Although, there has been some reduc(on in this middle management team following staff re(rements, no review of du(es has taken place in recent years. Therefore, it is recommended, that the schedule of posts of responsibility should be reviewed in the context of current school priori(es and needs’.
‘Staff members who have a post of responsibility have been assigned specific du(es. Although, there has been some reduc(on in this middle management team following staff re(rements, no review of du(es has taken place in recent years. Therefore, it is recommended, that the schedule of posts of responsibility should be reviewed in the context of current school priori(es and needs’.
“The middle management team is an important structure in suppor(ng senior management, and non-‐post holders also make a valued contribu(on. However, some du(es a*ached to the posts of responsibility are not appropriate to the current needs of the school. In order to build greater leadership capacity, a much needed review of the post structure was ini(ated recently and is ongoing. The review of the posts should be expedited in a collabora(ve and consulta(ve fashion to address exis(ng inequi(es regarding some of the du(es and to ensure that they meet the school’s current needs and developmental priori(es. In order to op(mise the effec(veness of this resource, final decisions regarding deployment of du(es to post holders should be overseen by the board. Annual repor(ng on the performance of du(es to senior management and the board should also be developed”.
} The posts of responsibility and the timetable should be reviewed to ensure the implementation of best practice with regard to deployment of staff and lesson distribution in the interest of student progress and attainment.
} Leadership roles are distributed at middle management level. The schedule of posts, which has not been reviewed in recent years, identifies year heads and co-ordinators for in-school functions. It would now be timely to execute a formal review to ensure that the overarching needs of the school are identified and that the corresponding responsibilities are assigned.
“In consulta(on with the post holders, senior management and the board should review, on a regular basis, the in-‐school middle management structure, and the du(es aBached to the posts of responsibility, to ensure that the du(es are more closely aligned to the developmental priori(es and the needs of the school”.
} A mix of pastoral, curricular and organisational duties.
} Clearly defined duties-which are effectively implemented
} Regularly reviewed for good of school
Equity and Fairness: recognise time required- relativity of AP and SDT posts Clarity and Openness: √clear job description √regular review √understanding re time Flexibility: -transferability of posts
The clear message from the literature is that
school improvement is more likely to occur when leadership is distributed and when teachers have a vested interest in the development of the school
………promotes a professional approach to
teaching that acknowledges the educational leadership role played by all teachers.
It clearly states that your role extends beyond
their own classroom to working collaboratively with colleagues, management, parents and external agencies to contribute towards a high quality education system.
} Tight-loose leadership } High emphasis on
personal accountability } Modelling } Strategies for sharing
leadership } Focussed and systematic
management
} Strong sense of personal and team autonomy in the context of accountability
} High levels of trust and
support for innovation } High personal credibility
as practitioners } Excellent interpersonal
relationships and communication skills
Professionals don’t need anybody to check on them, to push them, to lead them. They are compelled from within.
The more successful we are at establishing subs7tutes for leadership, the less important it becomes to worry about who are leaders and who aren’t
Thomas Sergiovanni
Leadership v Professionalism
} Those who make things happen
} Those who watch things happen
} Those who wonder what’s happened
} Principals reluctant to share, delegate, empower
} Teachers’ perceived lack of status in the school
} Absence of any formal authority for Teachers } Lack of shared decision making } Listening only to inner circle-Year Heads...
• BoM is ultimate authority and appointing body
• Central role of Principal • All teachers participate in initial facilitated
review • Post holders must be consulted in advance of
any change – but note provision in Croke Park Agreement (1)
Needs of the school take precedence
Croke Park:- Where a review has taken place, school management
may, in accordance with existing circulars, reassign a post holder other duties from the schedule, appropriate to the level of the post (special duties or assistant principal) as required by the priorities and needs of the school”
C25/2011 School management may reassign post holders to
alternative responsibilities from the approved post of responsibility schedule appropriate to the level of the post (special duties or assistant principal) as required by the priorities and needs of the school
} Apart from the ‘alleviation measures’ set out in C04/2014, the moratorium continues to apply as it has done since 27 March,2009 on the filling of vacant posts of responsibility at Special Duties Teacher level, arising as a consequence of any promotions to Assistant Principal under these alleviation arrangements.
} It continues to be a matter for school authorities to re-organise and prioritise the appropriate duties for post of responsibility holders ,in the context of the application of the moratorium.
} Effective: Jan 2014 and based on pupil enrolment on Sept. 30thof the previous school year.
} Schools that fall below the Assistant Principal
thresholds set out in the TABLE can fill Assistant Principal vacancies as they arise to the level of the thresholds set out in the TABLE.
} These measures are applicable to schools for the
duration of the Haddington Road Agreement
There is provision also in the C04/2014 for the filling of a Programme Co-ordinator post at Assistant Principal level where a school meets each of the following criteria:
(1)The school has 100 or more pupils on such programmes (2) The overall number of Assistant Principal posts is at or below the thresholds set out in the TABLE.
The review should be based on the following principles: } consultation with all the teaching staff; } there should be real participation by teachers in this
process; } consensus among teachers is the best way to conduct the
reviews; } consultation must be open and transparent; } the definition of posts must be inclusive so as to allow any
competent, eligible member of staff to apply; } the duties should reflect the grade of the post; } every effort should be made to ensure equity between post
holders in the division of duties, i.e. no one post should be over burdensome when compared with others in the same category.
ASTI
(a) Consider your current posts to determine whether they:-
� Meet the most important school needs? � Provide an opportunity for teachers to assume
responsibility for instructional leadership and curriculum development?
� Are they supportive of the core business of the school i.e. learning and teaching? (Essential)
(b) Check out whether there are other needs which should be incorporated into the schedule? (Need to add on )
(c) Are there duties which could be carried out administratively to create greater capacity in the post schedule? (Move sideways)
} Amend the current schedule through discussion and dialogue.
} Each individual staff member prioritises his/her schedule of duties (on computer/laptop)
} A composite of these priorities will form the basis of the revised schedule.
} Set up a task group to assist the Principal in dealing with the report.
Suggested composition: ü Principal ü Deputy Principal ü 1 Assistant Principals ü 1 Special Duties Teachers ü 2 Non-post holders
} The brief of the group is to assist the implementation of the new schedule and corresponding post descriptors.
} The group will keep staff appraised of
developments through an agreed mechanism } The review and amendments take time but
should be time bound- Oct ’16?
} Based on the facilitator’s report the Principal draws up a draft post schedule aligning agreed needs to available posts (AP level/SDT level)
} Following consultation with staff, Principal refines
schedule for presentation to BOM
} BOM considers and provisionally ratifies
} Principal allocates revised posts through consultation with post holders individually
} BOM ratifies final schedule and allocation of revised posts
} DES is notified
} Year Head } Special Needs Co-ordinator } ICT for teaching and Learning } Examinations Co-ordinator } School Planning and policies } Marketing and PRO/Awards } Student Council } Book Schemes/Lists } Health & Safety * Programme Co-ordinator role
• This process may mean that some current duties will possibly no longer be seen as appropriate to ISM schedule and as a result there will inevitably be changes in some posts.
• This is not to undervalue work being done already but the needs of a modern school are constantly changing and new priorities emerge.
• Needs of the school now and in the medium term are paramount and it is vital that this is kept in mind both today and throughout the process.
• Remember that not all needs are met through the post structure-teaching and learning functions –subject Departments....
