Job Descriptions and Performance Agreements
Introduction
Schools are governed and managed in a partnership with communities and the
government. The partners have defined roles:
- Boards of
trustees have a governance role. Within the parameters of legislation,
school charters, the strategic plan and industrial agreements, boards
are responsible for developing and setting policy to guide the
day-to-day management.
- Principals control the day-to-day management of
schools: implementing the policies of boards as professional and
educational leaders and chief executives of boards; and advising boards
on the progress and performance of the school.
Staffing
Policies
As educational leader the principal decides and advises the board (after
consultation with staff) on how staff deliver the curriculum to children to
meet charter goals.
As the executive officer of the board of trustees, the principal initiates
the development and revision of staffing policies as well as implementing
them.
The best resource principals have in understanding and planning the
operation of the school is the staff. Working with the team to write job
descriptions, performance agreements and person specifications not only
shares the workload but also draws on their experience of how things work in
practice.
If the principal needs to make changes in work organisation, staff are
more likely to accept them if they have been included in the planning and
have contributed their ideas and insights. Make writing or revising the job
descriptions, performance agreements and person specifications an opportunity
for team building.
Job
Descriptions
Job descriptions are management tools with a number of uses, including
assisting to:
- clarify
the role and general expectations of employees
- make
decisions on how work is allocated or delegated
- develop appraisal
processes and procedures
- set goals
- identify
training needs
- make
appointments
- develop the learning and teaching
culture.
Job descriptions are statements of the responsibilities that each staff
member will undertake in the school.
A job description can set out the reporting and major functional
relationships, limits of authority, the key tasks and results expected and
resources available.
The job description can include reference to the interim professional
standards. A sentence like " The appointee will be required to meet the
interim professional standards as per the requirements of the Primary
Teachers', Deputy Principals', Assistant Principals' and other Unit Holders'
Collective Employment Agreement " could be added to the job description.
The description can also include statements of purpose of the position and
an outline description of the school environment. A person specification may
be attached.
Person
Specifications
A person specification describes the qualifications, skills, abilities and
experience required for a job.
Person specifications can help principals and senior staff
identify staff training and professional development needs, assist
planning for staff development, guide career development, assist recruitment
and appointment of staff by establishing criteria for appointment.
Performance
Agreements
The Primary Principals' Collective Agreement requires the employer (the
Board of Trustees) to "prepare an annual performance agreement"
with their principal that sets out the objectives of the principal's position
including the relevant professional standards, and the process and criteria
by which the principal's performance is assessed for that year. The standards
to be used for this exercise are detailed in schedule 2 of the Primary
Principals' Collective Agreement. Click here to view.
Writing
Job Descriptions for School Management
Step 1
Understand the job; gather the following information:
- School
mission statement
- School
character, description of your community
- What role
does the position have in school management
- Limits of
authority
- Relationships:
children, staff, parents, educational agencies
- Resources:
talk with staff and ask them to describe the features of their jobs, the
resources they need, the experiences that contribute to job
satisfaction, the training and professional development that has been
most valuable to them, how they see their future training and
development needs, how they think their job contributes to the school as
a whole.
If you want to review job descriptions for the entire staff, approach the
task as a team exercise. Plan to set aside a definite time to do it. Have
staff work in pairs or syndicate groupings - don't forget to include the
school support staff.
Step 2
Write the descriptions. Use the information you have gathered and the results
of staff discussion.
- Record the
mission statement
- Write a
concise description of the school that sets the job in context - e.g. a
six-teacher contributing school with a bilingual unit in an urban
environment
- It may
help to briefly describe the school and community, outlining any special
features - e.g. the school has a close association with the marae and kohanga reo
- Label the
position: e.g. principal, deputy principal, speech language therapist,
teacher aide etc
- List the
key results expected
- From the
key results, detail the key tasks
- State the
requirement to meet any professional standards
- Define the
limits of authority; list the reporting relationships
- Specify
resources: budget responsibilities and limits; staff (full and
part-time, teaching and support staff)
- Identify
classroom release time.
Step 3
Consider the skills and experience required.
- What
personal qualities would help staff work successfully with children,
parents, community, colleagues?
- What
qualifications and training are necessary to perform the job
competently?
- What
management skills are required for the position?
- Is any
specialist knowledge and experience required?
Step 4
- Write a
person specification for each position.
- Consult
with the board of trustees and staff.
Developing
Performance Agreements for Principals
Step 1
Gather information.
The result of previous performance appraisals: were there areas of development
identified - management, curriculum delivery, instructional leadership,
policy advice/information to the board, reporting to the board, personnel
management.
- The
recommendations of the most recent ERO report
- The
charter goals
- The
Strategic Plan targets and priorities
- Professional
development needs.
Step 2
Write a description of the current situation in each area for development.
Three examples are shown below:
1.
‘A number of students are underachieving.’
- 'It is
difficult to find information quickly, the present filing system does
not serve our needs.'
- 'A
significant number of parents are requesting school reports each term.'
Write down what needs to change
- Teaching
based on valid assessment data may need reviewing
- There has
to be a properly organised filing system
- We need
the right office equipment to handle information efficiently
- The school
secretary needs professional development to enhance communications and
information management
- The
reporting process may need modification.
Decide on priorities
- Analyse data
- Office
organisation
- Consultation
with parents on reporting on children's progress.
Express 'what needs to change' as objectives
- To review
the teaching and learning programmes for underachieving students
- To review
the school office filing system
- To report
and recommend to the board on the purchase of new office equipment
- To arrange
professional development for the school secretary
- To consult with parents about reporting on
children's progress.
Investigate ways in which objectives could be achieved, estimate
resources needed
- For
underachieving students: contact relevant agencies, ensure budget
reflects this priority
- For
office: contact the education service centre for advice; employ a
consultant or architect; seek advice from colleagues; get information on
equipment; investigate training courses
- For
reporting: set up meetings for parents; special newsletters; guest
speakers; collect examples of report forms; consider staff development
needs for writing reports.
Step 3
Consult with the board of trustees or staff.
- Present
your proposals, give your reasons
- Ask for
feedback
- Agree on
priorities, resources, set timeframes - e.g., end of first term; week
four, term 2.
Agree on the performance indicators
- Ongoing data
collection and analysis
- A report
to the board on the office systems, recommendations for purchases
- School
secretary attends relevant professional development
- Meetings
held to discuss reporting
- Recommendations
for reporting process received by the board
- Plan for
reporting to parents adopted and implemented.
Agree on the review/appraisal process
- How:
interview, written report
- When:
checkpoints
- Who:
chairperson of the board, principal, colleague, consultant
- Reporting back on appraisal/review.
