School Effectiveness Criteria #s 8 & 9

"Criterion #8  My School Was Rigorous In Taking Me On (Aligns with SDP

                           element #17)

The first step for Tom in ensuring effective teachers was to have a viable process for employing new staff.  It should stand up to any scrutiny by authorities, who are expert in these matters.  This was going to be an added responsibility and testing task for principals of the emerging independent government schools.  The first essential would be that an applicant for a teaching position is registered by the appropriate quasi state authority such as a Teacher Registration organization.  It could thus be expected that the applicant would have verified teacher qualifications and the necessary criminal and working with children clearances.  If there were any concerns there would have to be a check of original documentation or JP verified copies of the original documentation.  For non-teaching staff it was likely that the principal would have to carry out the qualification and police clearance documentation checks.  Tom expected that any applicant would be fully briefed on the school culture prior to application.  There would be an interview by a select panel and the outcome of referee contacts would be crucial.  The contract structure under which employees worked must be watertight and would be governed by Education Department regulations for government schools. When employing contracted staff like cleaners and gardeners the principal would need to be convinced of the bona fides of the private company inclusive of the necessary criminal and child safety clearances and the insurance cover carried by the contractor(s).

Criterion #9  My School Gives Me Leadership Opportunities (Aligns with

                           SDP element #3)

Tom knew that the more teachers within a school are given leadership roles to establish standards of student mastery as outlined above with the concomitant opportunity to share best pedagogic practice, the less there is a need to worry about their performance dropping off.  The teachers as true professionals are being given the opportunity to monitor the standards of their own professionalism.

Tom had watched with interest the emergence of the notion of ‘distributive leadership’.  He thoroughly approved of the practice and wanted principals fully prepared to practise distributive leadership that identified the person for the job rather than being always tied to leadership from within the administrative hierarchy of the school.  For example, in the discussions for standards/mastery moderation in English, mathematics and digital skills, various teachers could be identified to lead the discussions.

Tom the realist also wanted teachers to feel confident that they did not have to put up with severe class disruptions from recalcitrant students. (Coming up as SE Criterion #10)"

May the Force be with you!

GD