A
Principal’s Handbook
For Seventh-day Adventist Church Schools in
Papua New Guinea
A Draft Prepared by SPD and PNGUM Education Departments
2005
CONTENTS
Education Personnel Contact Details 4
1. Introduction: Some Good Practices for you 6
A. A balanced approach for you
B. Understanding your responsibilities
Educational Leadership
Educational Programs
Learning Outcomes
Student Welfare
Staff Welfare, Development and Management
Physical and Financial Resource Management
School and Community Partnerships
C. Organisation and Time Management
D Basic School requirements
2. Legal Issues 15
3. School Structure and Organisation 16
Intra school communication
External communication –
Running a staff meeting
Committees
Newsletters
Enrolments
Prospectus & or Parent Handbook
Staff Handbook
Staff Worship
Rosters and Timetables
Supervision of Students
Excursions
First Aid, Accidents
Emergency – Earthquake
4. Buildings and Maintenance 22
Developing an Assets Management Plan
OH & S- routine, records, inspection
Fire drills, records
New buildings/ extensions
5. Policy 23
Why have policies?
Elements of a School Policy
Procedures in developing your own policies
6. Teaching and Learning 24
Professional Development – how to organise, funding, records
Classroom Supervisory/ supportive visits – your responsibility
Behaviour management
Assessment and Reporting
Planning
Resource management
Curriculum
7. People Management 27
Code of Ethics
Induction of new staff
Unsatisfactory performance –guidelines to manage
Personal Development & Career Development
Collaborative decision making
Leave
8. Strategic Planning 33
Why do We Need Strategic Planning?
Elements of a Strategic Plan
How do you do it?
Five Key Areas for a School Strategic Plan
9. Governance 35
What is School Governance
School Board Terms of Reference
Roles and Responsibilities
School Council Members are part of a Team
Glue for the Team
Guidelines for Productive Council Deliberations
Code of Ethics
Collaborative Agendas
How to take minutes
How to chair a meeting
10. The Community (Parents, outside Agencies, Church) 47
Home & School – your role and relationship
Relationship with Parents
Ed Directors and Principals
Govt Ed Dept and other agencies
Local/Provincial Councils
11. Finance 49
Budgets: How to set one
How to read one
How to manage one
The all-important talk with your mission accountant
Where to get money
How to get money
Fundraising –your school
12. The School’s Special Character and Culture 50
13. APPENDICES 52
1. Mission Statement, Philosophy and Objectives of Education
2. Job Description for Principals
3. Running Checklist for a Quality School
4. Occupational Safety and Health Record
5. Fire Drill Record
6. Sample Policies
7. Register of Professional Development
8. Classroom Observations
9. E. G. White Discipline
10. Staff induction Checklist
11. Sample Agenda
12. Meeting Checklist
13. Accreditation Module
EDUCATION PERSONNEL CONTACTS:
|PNGUM ADVENTIST EDUCATION SYSTEM |
|Position |Name |Contact |
|PNGUM Board of Education Chairman | | |
|PNGUM Education Director | | |
|PNGUM Associate Director (Primary) | | |
|PNGUM Associate Director (Secondary) | | |
|PNGUM Departmental Assistant | | |
| |
|Regional Directors and Assistants |
|Bougainville Mission | | |
|Central Papua Mission | | |
|Eastern Highlands and Simbu Mission | | |
|Madang Manus Mission | | |
|Morobe Mission | | |
|New Britain New Ireland Mission | | |
|North East Papua Mission | | |
|Sepik Mission | | |
|South West Papua Mission | | |
|Western Highlands Mission | | |
| |
|Kabiufa Secondary School | | |
|Kambubu Secondary School | | |
|Mt Diamond Secondary School | | |
| |
|Paglum High School | | |
|Nagum High School | | |
|Lokobou High School | | |
|(formerly Bundrahei High School) | | |
|Provincial Government |Advisor/Inspector |Contact |
|Bougainville Mission | | |
|Bougainville Province | | |
| | | |
|Eastern Highlands Simbu Mission | | |
|Eastern Highlands Province | | |
|Simbu Province | | |
| | | |
|Madang Manus Mission | | |
|Madang Province | | |
|Manus Province | | |
| | | |
|Morobe Mission | | |
|Morobe Province | | |
| | | |
|New Britain New Ireland Mission | | |
|East New Britain Province | | |
|West New Britain Province | | |
|New Ireland Province | | |
| | | |
|North East Papua Mission | | |
|Northern Province | | |
|Milne Bay Province | | |
| | | |
|Sepik Mission | | |
|East Sepik Province | | |
| | | |
|South West Papua Mission | | |
|Gulf Province | | |
|Western Province | | |
| | | |
|Western Highlands Mission | | |
|Enga Province | | |
|Southern Highlands Province | | |
|Western Highlands Province | | |
|National Government |
|Department of Education |
|Education Secretary | | |
|Superintendent Operations, Policy, Planning | | |
|School Subsidies | | |
|Staff Development Unit | | |
| | | |
|Teaching Services Commission |
|Commissioner of Operations | | |
|Commissioner of Policy | | |
|Appointment Officer | | |
Section 1: INTRODUCTION
Becoming a school principal is one of the most exciting and demanding roles that there is today.
As the leader of your school, you set the tone, and together with your team of paid and volunteer helpers you have the opportunity to make a difference in children's lives, to bring them to Jesus Christ and to give then an excellent education.
To accept a position of employment in a Seventh-day Adventist (SDA) School is a statement of commitment and dedication to Christian education and the welfare of all students. It is your responsibility as the school leader to run your school. This document is intended to be a simple guide to helping you run the best school possible.
1. BALANCE
It is essential that you have a balanced approach. That means you need to plan your day (get a diary and use it!) to schedule time for: God, your family, your work and you. Have a detailed timetable and use it faithfully until you have developed good habits. Being a principal could take up 24 hours of your day, but if you do not have a balance you will get sick, stressed and grumpy! Don't try to do everything. Remember you will not please all of the people all of the time, no matter how hard you try. So do your best and commit it to God.
The principal occupies the pivotal position in the school and is accountable for leadership and management consistent with relevant legislation and the policies of the South Pacific Division. The task is complex and requires the principal to be the leading learner in the school, and a role model to staff and the community.
2. UNDERSTANDING YOUR RESPONSIBILITIES
A. Educational Leadership. The principal is accountable for:
1. The education and welfare of all students
2. Effective teaching and learning practices throughout the school
3. Developing the school’s vision, priorities and targets that are reflected in the annual school plan
4. Translating the school’s vision, priorities and targets into relevant policies and practices
5. Developing a culture of collaboration, in which all members of the school community contribute to the achievement of shared goals.
(See Appendix 1 - PHILOSOPHY AND OBJECTIVES OF EDUCATION)
B. Educational Programs. The principal is accountable for:
1. Relevance of the total school curriculum to meet individual and group needs
2. The implementation of varied teaching and learning strategies, that take into account the learning styles and needs of students
3. Evaluation of teaching and learning programs including the assessment of student outcomes.
C. Learning Outcomes. The principal is accountable for:
1. Teachers identifying the individual learning needs of students and assisting each student to maximise his or her learning outcomes
2. Evaluating student learning outcomes consistent with a documented school assessment policy
3. Reporting student achievement to parents, students, teachers and the school community
D. Student Welfare. The principal is accountable for:
1. A comprehensive student welfare and discipline policy which is regularly reviewed and is fair.
2. Policies, programs and practices which are regularly reviewed and which promote the protection, safety, self-esteem and welfare of students
3. Providing staff training that will promote the consistent implementation of student welfare.
4. Discipline procedures - in particular child protection
E. Staff Welfare, Development and Management. The principal is accountable for:
1. Promoting a collegial and co-operative culture to support team effectiveness
2. Effective communication and decision-making processes within the school
3. Informing staff of their responsibilities
4. Clarifying the duties of school staff and ensuring staff comply
5. Facilitating the professional growth of staff through curriculum development and evaluation, planning, classroom management and teaching skills
6. Assisting staff who experience difficulties in the performance of their duties
7. The maintenance by all staff of documentation required in the completion of their duties
8. Supervising and evaluating the implementation of teaching and learning programs and associated teaching strategies
9. Inducting staff in the requirements of policies and mandatory training procedures.
F. Physical and Financial Resource Management. The principal is accountable for:
1. An annual budget and annual school financial statement
2. Plans to maximise the operation of the school within available physical and financial resources
3. Appropriate application of existing resources to identified areas of need including school buildings and grounds.
4. Financial management practices which meet South Pacific Division requirements
5. Identifying occupational health and safety issues
6. Maintaining appropriate records in accordance with Audit requirements.
G. School and Community Partnerships. The principal is accountable for:
1. Maintaining open communication throughout the school community and with other government Agencies
2. Acknowledging the views and expectations of, and working with parents for the personal, social and educational welfare of their children
3. Supporting the operation of school-based parent organisations, which may involve community members
4. Forming effective partnerships with the school community, business and industry where appropriate.
5. Promoting Seventh-day Adventist education and training.
(See Appendix 2 - Job Description: Principal)
3. ORGANISATION AND TIME MANAGEMENT
Research has shown that people who are not organised, who behave in a frenzied manner to accomplish too many tasks are less effective, less creative and ultimately less healthy – physically, mentally and spiritually! Time management is valuable for everyone: it can help you get more done in the same or even less time, it can help you be more effective, it can certainly reduce stress you may be experiencing.
A. Controlling Your Time
1. Establish responsibilities, priorities and objectives – this is your choice
2. Eliminate unnecessary and inappropriate activities
3. Delegate as much as possible
• Choose your delegates carefully
• Outline the task(s) clearly and make sure the delegate understands
• Establish 'checkpoints' these will support the delegates and reassure your fears
• Praise for tasks completed
4. Plan and schedule your days and weeks
• Remember TNT – Today, not Tomorrow
• In addition, MASTER LISTS are very helpful. These are continuous lists of ideas, tasks, phone calls, building plans, wish-lists, agenda items for meetings. Put them in your diary either as notes or stick in a page or put them in the back of your diary.
5. Be conscious of time – don't waste it!
• Have a writing pad beside your bed, if you wake up with an idea ( or a worry) jot it down. This really helps reduce stress, you can go back to sleep more easily.
• Always have a scribble pad with you, especially if you travel ( or a voice activated tape-recorder)
• Make sure you have something useful to read when you know you may have to wait (doctor's or family member's appointments)
B. A Time Management Tool – Your Diary
1. What should be in your diary?
• Daily, weekly, monthly appointments
• Room for comments for planning & recording
• Reminder of telephone calls/record significant conversations
• Reminders
• Meeting notes
• Goals
• Ideas
• Happenings
2. Choose your diary carefully. Some effective managers prefer:
• A planner format
• A diary that lies flat
• A diary with a time management section
• Range of features
• A day to a page
3. Make your diary work for you:
• Before the beginning of the year enter all important dates (meetings, school holidays, public holidays, conferences, dates of personal significance such as birthdays)
• Avoid scheduling too tightly. As your diary starts to fill, schedule time for yourself or you will end up with wall to wall appointments and no time to catch up with your work or breathe!
• Everyday check the next days/weeks appointments so you are prepared
• Ensure you carry your diary with you at all times.
C. Managing Paper Work
1. Enlist a mail sorter if you can. Someone who will sort out all the mail addressed to others, first.
2. Learn to DRAFT your mail. (sort into these categories)
DELEGATE - Material that would be more helpful for someone else, or to someone with a delegated job. Put their name on it and put it in the OUT tray.
READ - Have a file for later reading – journals, advertising etc
ACT - When you've sorted the mail return to this pile and attend to items that need immediate attention. Check each piece of mail for deadline dates, 'return' forms and required signatures.
FILE - A recent survey showed that 75% of what we file, we don't read. However you must keep policy documents, legislation, official documents and correspondence
TOSS - Junk mail, some advertising – don't hoard!
3. Never handle a piece of paper more than twice. Once when sorting and once when resolving.
4. Screen unnecessary paper – cancel subscriptions to newsletters you never read. Cut down on photocopier use.
5. EMAILS – Adopt much the same approach as for paper, and don't fall into the trap of wasting time reading or sending stories/pictures/poems etc
6. Allocate time for paper work each day. Discipline the habit of processing paperwork or emails. Usually the beginning or the end of the day is easiest.
7. Focus on your action pile.
a. Prioritise your list
b. Use time-savers- form letters, compliment slips
c. Use the phone when you can – quicker and easier
d. Use email if you can, its more convenient for many businesses
4 BASIC SCHOOL REQUIREMENTS
Papua New Guinea Adventist schools need to have certain procedures, policies and curriculum matters in place to ensure that students learn well. Here is a basic checklist of indicators of a school’s viability and ability to offer a reasonable level of education.
|DIMENSION OF THE SCHOOL |SUGGESTIONS |
| |
|A. Learning Program |
|Teacher programs for every subject and for each year, including |Checked by principal at the start of the year and each term. |
|syllabus documents and state requirements, are in a central |Review them in terms of the mission and objectives of the school. |
|place, in a format agreed on by the whole school |At least have scope and sequence charts for all programs. Decide |
| |early what is taught and by whom. |
| | |
|Teachers’ daily workbooks are checked each week by deputy or |Check that these are uniform in format, reflect the programs, and |
|principal |include learning content, outcomes and activities. |
| | |
| |Usually done by teachers in primary or deputy for secondary. Watch|
|Timetables are complete before school starts |the spread and number of periods in secondary. |
| | |
| |Clear statement of school philosophy and goals adapted to the |
| |needs of the school, subjects offered, and the approach to |
|An overview of the curriculum is in the principal’s office. |learning, are all needed. |
| | |
| |Plan to visit all teachers regularly in class. Even popping in and|
| |out for a minute or two helps. |
| | |
|The principal or deputy supervises teaching |Decide on and write a procedure for marking work in all classes |
| |and subjects. Agree on how much homework is to be set. |
| | |
|A school-wide procedure for assessing student work is in place |Be familiar with state requirements and good teaching practice. |
| |Involve teachers in planning. Lead by example. |
| | |
| |Meet regularly with teachers or HOD’s, and review exam results |
|The principal or deputy coordinates the school curriculum |with the education director each year. |
| | |
| | |
| | |
|There is an annual review of the school’s academic performance | |
| |
|B. School Organisation |
|1. Regular meetings are held |Make all meetings short and to the point. Appoint a chair. Focus |
|Staff meetings |agendas on recommendations. Keep minutes. Make sure there is |
|School administration team |genuine discussion and not dictatorship. |
|Academic committee (large school) |Hold staff meetings at least once a fortnight. |
|Departmental meetings (large school) | |
|Officers meetings | |
|2. Rosters are in place |Make sure teachers’ loads are shared evenly. Make sure the pastor |
|Uniform check |has a vespers and sermon roster that is double checked. Establish |
|Roll marking and check |a routine for roster checking. Have a brief description of what is|
|Student work supervision |required of teachers for each policy. Remind teachers regularly of|
|Weekend duties |their responsibilities. |
|Dining hall supervision | |
|Study period supervision | |
|Worship services roster | |
|3. Policies are in place |Policies are best developed in consultation with staff and |
|Discipline |regularly reviewed. |
|Playground supervision in day schools |Policies help when the pressure is on and decisions have to be |
|Fee collection |made. |
|School finance and management |Allow for staff and student grievances in connection with pastoral|
|Emergency procedures |care |
|Pastoral care – counselling, helping | |
|School Board operation | |
|4. Administrative responsibilities are clearly spelt out. For |Ensure that there are clear lines of responsibility. |
|example: |Delegate and let the deputy or registrar deal with specified |
|Principal may deal with staffing, marketing, PR, staff issues, |issues and consult with the principal, but allow them to carry out|
|government liaison, parents, difficult student discipline |their delegated duties. Empower administrators to perform their |
|Deputy may deal with timetable, rosters, discipline, cover for |tasks responsibly. |
|staff absences, school curriculum |Check regularly that the tasks are being done with responsibility.|
|Registrar may deal with student leave, work lines, records and | |
|grades | |
|5. Special days are planned beforehand |It is useful to meet with parents on registration day to air |
|Registration day |concerns, raise issues and meet teachers. |
|Parent interview day |Teachers and students work around the school for a development day|
|Closing day or night | |
|Development days | |
|6. The principal is visible in the school |Manage by walking around. |
|Daily check of school and dormitory appearance |Principal’s model is vital. Spells out clear goals values and |
|Daily check of teacher duties in progress |expectations, is cheerful, caring, cooperative, self-confident, |
|The principle is on the school grounds and walks around a good |alert, persistent, knowledgeable, and is punctual, seen regularly,|
|deal. |visits classrooms often. |
| |
|C. School Discipline |
|1. Discipline code |Move from cause to effect - what was done, the effect, what can be|
|The discipline code is spelt out clearly and simply |done |
|The code is based on Christian principles |Create an atmosphere of purpose. The mission of the school is |
|The code leads from cause to effect |this, so we do this around here |
|Guidelines for application prevent emotional or physical |Discipline of a serious nature must include parents to allow them |
|responses |to grasp the fairness of the decision |
|The atmosphere of the school supports the discipline code. |There is a gain in intensity from teacher to deputy principal to |
| |principal. |
| |
|D. School Community |
|1. There is ongoing communication with parents and community |Market the school. The school sells a service, and if customers |
| |are unhappy, they do not buy the service. |
| |Newsletters, radio, newspaper reports, public performances, build |
|There are reports on school events to parents and the community |trust. |
|2. There are good relationships between the school and the |Involve administrators in school life, run programs in churches, |
|mission |teachers visible in church life, school communicates regularly |
|Teachers are involved voluntarily in church and community |with the mission office. |
|activities | |
|3. The School Board operates |Roster regular meetings of the board, educate members on roles, |
|Meetings are held regularly |discuss the big picture of the school’s mission. |
|Parents involved in decision making | |
| |
|E. School Finances |
|The school has an effective strategy for collecting student fees|Check fee payment every month. |
|A schedule for checking fee payment |To get unpaid fees a school could withhold student reports, send |
|A strategy in place for collecting fees after deadlines |students home for a week or two to raise money, make the most of |
|The principal supervises fee collection |the “wantok system”. |
| |Insist on a percentage paid up front. |
| |
|F. School Facilities |
|School grounds and buildings are clean, neat and well |At the start of the year walk around and make a list: |
|maintained. |A maintenance schedule to check missing louvres, rusty gutters, |
|Ongoing basic maintenance is carried out |broken pipes, water pump gaskets, power leads, boiler cleaning, |
|There is a schedule of urgent maintenance |machinery maintenance |
|Grounds are neat, attractive and tidy |Check sufficient rooms and furniture for the projected enrolment |
|Buildings are clean, painted and neat |Deal with damage and graffiti or assign the work to work lines as |
|There are displays of student work and/or posters and charts on |priority |
|classroom walls |Check that farm produce for boarders is sufficient to start the |
|There are no large piles of unsorted junk in classrooms, |year |
|libraries or offices |Check health and safety issues — electrical supply, safety in |
|Signs are attractive and large enough to project a good image of|kitchen, gas or hot water supply etc |
|the school and display the Adventist name. |Establish a priority order for accomplishing plant tasks |
|Display mission statement | |
| | |
| | |
| |
|G. Teacher Practices |
|Teachers are professional. They: |The principal is the instructional and spiritual leader of the |
|Teach the Adventist worldview |school. It is his or her task to ensure that teachers receive |
|Show care and concern for students |professional development, and that they are supervises and |
|Prepare class work thoroughly |encouraged to be professional. |
|Assess student work regularly | |
|Creatively use learning resources | |
|Provide a stimulating learning place | |
|Are involved in out of class activities | |
|Do assigned tasks responsibly | |
(See Appendix 3 - Running Checklist for a Quality School)
Section 2: LEGAL DO’S AND DON'TS
Increasingly we are living in a world where legal issues are becoming a matter of serious concern for school principals. Rough handling of a child can be seen as assault and disgruntled parents and staff may resort to lawyers to try to gain payments for something you have done or said.
Therefore it is critical that everything you do is within the law, and you are aware and careful of what you say.
Many books have been written on the subject, conferences and workshops have been held to try to inform and protect principals in the course of their work.
Here are a few simple guidelines. Remember that you have a legal duty of care towards your students and staff, therefore:
1. Ensure that all physical interactions with students are within the law, and reflect a caring Christian approach.
2. As a principal, ensure that your staff understand and comply with this instruction.
3. Do not threaten students or staff inappropriately OR beyond what you know you are legally allowed to do.
4. Keep records of all significant meetings, face to face or telephone conversations, including dates.
5. Keep records of dates and actions in regard to problems with students, staff or parents. Ensure these records are in a safe/locked place.
6. Inform your supervisor, and/or seek their advice quickly on problem situations with potentially wider implications.
7. Pray about these issues, asking God to help you behave and think appropriately, and to guide you in difficult situations.
8. Ensure that you comply with copyright laws and that your staff do as well.
9. Ensure that you and your staff keep all required documentation up to date such as attendance roll books, admissions register, discipline records, accident records, fire drill register, and student evaluation results.
10. If you are asked an important question by staff or parents and you are unsure of the answer, don't make 'anything' up, say: I'll think about it, OR, I'll let you know tomorrow, OR, I'm unsure, I'll check on it for you.
Section 3: STRUCTURE AND ORGANISATION
1. INTRA SCHOOL COMMUNICATION
• Your staff/volunteers need to know what is happening both today and in the weeks that lie ahead. Have a white board/blackboard/daybook near the front door which records what is happening – update this daily.
• Have pigeon holes for staff and yourself, where messages, papers etc can be left safely.
2. EXTERNAL COMMUNICATION
Let your parents know what is happening through regular newsletters (weekly, monthly depending on what you can manage). Make sure that you keep your correspondence to parents simple and always file a copy.
3. STAFF MEETINGS
Have staff meetings regularly, either weekly or fortnightly. Set a starting and finishing time. Limiting the meeting to an hour after school will help you stay efficient. Encourage staff to contribute and speak to the items they raise – have a time limit for each. Keep meeting minutes and place them where staff can read them or give each a copy. Sample agenda: upcoming events, items of teaching and learning, issues and concerns, committee reports, health and safety issues.
Many schools alternate a staff meeting and professional development on a fortnightly basis.
4. COMMITTEES
If your school is large enough it is helpful to share the leadership and management load with teachers and volunteer parents through committees.
• These meet on a monthly or term basis to consider new programs & ideas, resources and budgets/fund raising.
• Committees could include: buildings and grounds, technology, special needs students and various subject areas such as numeracy, literacy, science, health etc.
• It is useful to have a social and staff welfare committee to plan special events for the staff and provide general support.
• It is often useful to have 'representative committees'. That is, people are elected from groups to be on a committee, and the next year someone else gets the opportunity from that group to be on the committee. (So a school budget committee might include the leader (or more) from the Parents and Friends, a teacher rep, a teacher aide rep, an accountant and school administration).
5. SCHOOL NEWSLETTERS
Sample topics:
• A brief note from you as the principal,
• Welcome new students or staff,
• Educational excursions,
• Special events or visitors,
• Important notices,
• Reminders of meetings
6. ENROLMENTS
• Ensure that before enrolment you interview the parents and the child.
• Ensure that as children commence you have a fully completed enrolment form for them.
• Details of:
1. the child,
2. his/her parents/guardian,
3. who is responsible for fees,
4. past student records,
5. medical and allergy records,
6. how to contact the parents.
7. Signed permission forms for outings or emergency medical treatment.
7. PROSPECTUS AND PARENT HANDBOOK
At the initial interview or before, give the parents a school prospectus and parent handbook. (Small schools may have combined these) The purpose is that parents will understand how the school operates and what is required of them and the students who attend the school.
Topics include:
• Staff,
• Bell times,
• School Assemblies,
• Attendance Rules,
• Safety Rules,
• Health rules,
• Role of parents,
• Volunteers,
• Behaviour expected in the playground and in class, etc.
8. STAFF HANDBOOK
The purpose of this book is to set out for staff how the school operates, and their responsibilities.
Topics will cover:
• School philosophy and ethos,
• School vision,
• Marking the roll,
• Teaching & learning (timetables, subject allocations, lesson plans, programs, resource management & sharing, beginning and ending each day with prayer with students),
• Behaviour management,
• Ethics,
• Professional behaviour and dress expectations,
• Leave (sick leave, leave without pay, long service leave),
• Professional development,
• Keys and security,
• Hours of attendance,
• Educational excursions,
• Risk management and OH&S,
• Buildings and facilities and rules for their use.
9. STAFF WORSHIP
Each day should start with staff worship before school begins. This is a time to seek the Lord's guidance for the day. Roster the responsibility for leading out among the staff.
10. ROSTERS AND TIMETABLES
Because of the duty of care it is important that staff are punctual and that students are supervised at all times when in the care of the school. Therefore rosters are important. Staff should not go off playground duty until the next adult arrives or the bell rings to end recess.
11. SUPERVISION OF STUDENTS
From the time that children arrive at the school until they leave, you are responsible to ensure their safety and welfare. Therefore you must have rosters that show who is looking after the children when they are not in class. The following criteria provide a guide for out of classroom supervision.
In the Playground:
a. Proper and adequate supervision of the playground, toilets and buildings is essential during all recess periods and before and after school.
b. The teachers on duty are expected to supervise student activities and intervene when necessary. All teachers should be aware of the appropriate action to take in case of accident or emergency.
c. Body contact games such as tackle rugby, wrestling and play fighting are not permitted.
d. The teacher on duty is responsible for arranging a substitute should it be necessary to leave the post of duty.
e. Playground equipment must be frequently checked and unsafe equipment either repaired or withdrawn from use.
f. Buildings, fences, play areas, access ways, etc, should be checked regularly and appropriate action taken to reduce the possibility of accidents occurring.
12. EXCURSIONS
From time to time you may have educational excursions (maybe once a month or once a term). You must be sure that these are educational, not just a chance to get out of school!
Therefore they:
• need to be planned
• need to fit in the with curriculum
• be thought through carefully and be safe
• have adequate supervision
• have activities to prepare the students to understand
• have activities for afterwards to test their new learning
• need to have parental permission for the student to be taken off campus
13. FIRST AID, ACCIDENTS
• Staff should be trained in first aid
• All accidents to staff or students should be reported to the principal and recorded in an accident register
• First aid kits should be kept in a safe place
• Parents should be notified of any serious injury as soon as possible.
14. EMERGENCY PROCEDURES
Principals are responsible to ensure that safety standards with respect to fire hazard meet local requirements and regulations. In addition, students and staff should be advised of emergency building evacuation procedures on a regular basis, and building evacuation drills carried out several times each year, with the initial practice conducted within the first few weeks of the school year.
Fire and other emergencies
a. Advice should be sought from fire authorities for the adequate protection of buildings with hoses and or extinguishers and staff be instructed as to their proper use.
b. An annual check by a qualified officer should test all fire safe guards. Directives requiring that all deficiencies and faults be corrected should be referred to the school board for action.
c. A system must be established and practiced for the safe evacuation of the school buildings and staff designated to care for the students’ safety in the event of any emergency.
d. In earthquake areas, safety procedures to be taken during earth tremors should be drilled.
Earthquake
a. Teachers are to assume effective and independent control of the class without waiting for a signal.
b. Teachers are to open classroom doors; crouch in the doorway for protection. Classes can be trained how to act if teachers are away from rooms.
c. Use the word “drop” to indicate the beginning of the following drill:
▪ Get under the nearest desk or table or drop to knees with back to windows and knees together.
▪ Clasp hands firmly behind the head, covering the neck.
▪ Bury face in arms and thighs, protecting the head.
▪ Stay in this position until instructed that it is safe to move.
d. Aftershocks often follow the first tremor and may well do serious damage to already weakened buildings.
e. It is sound advice to remain inside during the earthquake in the “drop” position. Keep clear of tall fittings that could easily fall over
f. Generally more rubble falls outside the building than inside
g. If children are already outside, they should be taken clear of trees and potentially dangerous structures and power lines.
h. After the quake evacuate everybody (clear of buildings, walls, power lines and trees) by the safest route.
i. Turn off electricity and water, and do not light matches until checking for any fuel leaks.
j. Check for injuries and apply first aid. Do not move the seriously injured unless in immediate serious danger
Note: When earthquakes occur in intervals between classes pupils in or near building should carry out drills as above and children in grounds move to an assembly area away from trees, buildings etc.
Volcanic Eruption
Action will depend on the severity of the situation as it develops and may include:
a. The use of earthquake drill and evacuation
b. During ash falls students are to remain in rooms and await instructions. If they are outside and buildings are intact, students should return to rooms and await instructions.
After an Earthquake or Volcanic Eruption:
a. Check for injuries and administer First Aid – Do not move seriously injured individuals unless they are in danger.
b. Turn off utilities such as Electricity, Gas and Water.
c. Evacuate via the safest route.
d. Contact - The Local Mission and Union Mission Office along with Risk Management Services
e. Listen to the radio for information.
f. Pay particular attention to tsunami and landslide alerts.
g. Be prepared for after shocks.
h. Do not re-enter any damaged building until they have been checked by authorities.
General Notes on Volcanic and Earthquake Emergency Procedures
a. The decision to disperse children to their homes should be made by the principal.
b. Accurate records need to be kept of pupils’ names and the name of the person escorting them home.
c. No student should be released until the adult who collected the pupil has assumed responsibility for that pupil.
d. Pupils should not be left to find their own way home.
e. Pupils whose parents/caregivers are not available will be kept at school.
15. CRITICAL INCIDENTS
Occasionally, schools will be involved in a crisis situation that has a significant effect upon the school and the community. These are called “critical incidents”. A critical incident is anything that causes traumatic emotional turmoil and behavioural changes. The effects of a critical incident can be long lasting and depend in part on appropriate responses and the extent of support given.
Examples of Critical Incidents
▪ Sudden death of a student or staff member
▪ Suicide of a student or staff member
▪ Murder, assault or rape of a student or staff member
▪ Groups of students and staff who witness sudden death or severe injury, whilst travelling to or from school, or on school excursions.
▪ When students are involved in a hostage situation
▪ A disaster on school premises
▪ Major vandalism of school property
▪ Natural or community disaster
▪ Unusual and unfavourable media attention
First Steps for the Principal
a. If the principal is incapacitated or absent determine who is in the best position to manage the crisis.
b. Report the matter to the police or relevant body including the Local Mission and Union Mission office.
c. Delegate as many tasks as possible so that they can make decisions, be available for consultation, and be present and available to staff and students as well as maintain their overall management of the situation.
c. Confirm all information and call a meeting with all staff and then with students.
d. Deliver information clearly to avoid distortion of the facts and to dispel unfounded rumours.
e. Avoid using the school public address system. It is inappropriate where people are grieving or receiving therapy and every "call to the office" may provoke a wave of speculation and unfounded rumour. Where possible use a runner or internal phone system.
f. Do not disclose information to unauthorized persons including the media. Identify those individuals - staff or students - who are at risk.
g. Arrange counseling sessions as necessary for at risk individuals. Call in a counseling team and arrange counseling sessions for at risk groups as necessary.
h. Do not inform family members or next of kin of serious incidents such as death, serious injury or rape, by telephone – arrangements should be made with the local mission or local pastor for someone to contact the family, inform them and provide them with the needed support.
i. Once all the relevant people have been notified of the event the principal or his/her nominee can provide an authorised statement of the event where appropriate to the media and general public.
j. Once the incident is over the school should return to the established routine as soon as possible. It is unwise to have the school program collapse for more than three days.
k. Send family members dealing with a serious incident such as death, a letter of condolence indicating that the deceased was a valued member of the school.
Section 4: BUILDINGS AND MAINTENANCE
1. DEVELOPING AN ASSETS MANAGEMENT PLAN
• This plan is to organise how you will look after the buildings and property.
• First organise a plan/map of the school property with details of the all the buildings.
• A second plan should list all of the furniture and equipment in the buildings. This list or inventory should be updated on a regular basis.
• Walk around and write down the details of what needs to be done for
(a) maintenance and
(b) development to meet your needs.
• Put these in priority – the things that need to be done urgently are put first.
• Then together with your Education Director and school board chairman make a timetable of when these things will be done within your budget
• Students should be required to pay for any damage they cause deliberately
2. OCCUPATIONAL HEALTH AND SAFETY
Routine, records, inspection
Occupational Health and Safety is extremely important. Organise regular inspections once a term – walk around and check what needs fixing that might cause an accident. Write it in a maintenance book or an OH&S register, and tick them off as they are fixed. Staff and parents should be encouraged to report any dangerous objects etc that they see which can be written down in the maintenance book as well. Try to have items mended within a day or so.
(See Appendix 4 – Occupational Safety and Health Record)
3. FIRE/EMERGENCY DRILLS, RECORDS
• Have regular fire/emergency drills at least once a term.
• Make sure the students know the signal (bell or whistle or siren) for a fire drill,
• Where to go when they leave the building.
• Make sure the staff always take their roll books and Count their students immediately
• Roster a staff member to always do a quick check of out-buildings (e.g. toilets)
• Have someone responsible to ring for help
• Keep a record of your fire drills, with dates, and any comments that will help you do better next time.
(See Appendix 5 – Fire Drill Record)
4. NEW BUILDINGS/EXTENSIONS
• New buildings are considered when increased enrolments necessitate additional classrooms, or when old buildings are beyond repair.
• Discuss this with your Education Director as to the process
• Organise a building fund and tax deductions
• Organise a fund raising program
• Apply for government or church or business or international aid grants
Section 5: POLICIES
1. WHY HAVE POLICIES?
Policies set the rules for everyone to understand how something will be done, they save a lot of time and make decisions easier.
2. ELEMENTS OF A SCHOOL POLICY
A school policy has three key elements. These are:
• A rationale. This is the reason for having the policy and needs to be worded within a special character context.
• Guidelines. These are statements of how things will happen, or rules for the operation of the policy.
• Implementation. This is a statement about who is responsible to carry out the policy, and about when this should be done.
2. PROCEDURES IN DEVELOPING YOUR OWN POLICIES
• Decide what needs organizing into a rule or policy
• Together with staff, brainstorm the rules that will form this policy
• Try it as a draft for a week or two to see if you have covered everything
• Finalise it as a policy, and decide on a review date (usually every year or so)
(See Appendix 6 – Sample Policies)
Section 6: TEACHING AND LEARNING
1. PROFESSIONAL DEVELOPMENT (PD)
• Professional development (PD) is about teachers updating their professional knowledge on a regular basis.
• Find out what professional development is available and whether your budget can afford it.
• Make sure that it is what teachers actually need/ not just a day away from school
• Programs might be offered by the church system or other local educational agencies.
• Have a register of which teachers attended the programs, what was learned, the cost of the program, the cost of replacement.
• Budget a certain amount of money for each teacher to attend PD during the year
• Have the teacher share the information with the rest of the staff in a staff workshop when they have completed the PD.
• When organizing to be away on PD the teacher should arrange for someone else to do their rostered supervision duties
• They should also leave a detailed program of work for a replacement teacher
(See Appendix 7 - Register of Professional Development)
2. CLASSROOM SUPERVISION
• As principal it is your responsibility to know what is going on in teachers' classrooms.
• Therefore you must visit classrooms on a regular basis, especially when teachers are new.
• You need to check their programs and workbooks to ensure that they are making adequate preparation. Sign and date these.
• For beginning teachers these should be checked every week.
• Ensure that their behaviour management strategies are effective
• Ensure that their results show effective student educational outcomes.
(See Appendix 8 - Classroom Observations)
3. BEHAVIOUR MANAGEMENT
The principal in partnership with his/her staff members must decide on a behaviour management plan that maintains the standards of the school and respects the rights of all those involved in the delivery and acquisition of education. The plan should recognise the following basic rights:
1. The right to be an individual.
2. The right to be respected and treated with kindness at school.
3. The right to express thoughts, ideas, and feelings within a Christian framework.
4. The right to be safe at school.
Implementation
1. Help students to experience success.
2. Help students accept responsibility for their own behaviour. That they must make a choice to behave appropriately and that the school community will not accept poor behaviour.
3. Teach values of honesty, trust, respect and cooperation in a Christian context
4. Create a safe, caring, orderly and productive learning environment, which supports the rights of all students to learn and all teachers to teach.
5. Children must be taught that sexual and racial harassment and bullying are not acceptable.
6. The staff will develop consequences for both responsible and irresponsible behaviours, and will consistently apply these consequences
7. System level procedures such as suspension and exclusion will be used to support a change in the behaviour of students who do not respond to school level consequences of irresponsible behaviour
8. Involve staff, students and their families in decisions about how student behaviour will be managed
9. State expectations in terms of individual rights and social responsibilities, as well as the consequences of both responsible and irresponsible behaviours
Classroom Codes of Behaviour
1. Show care for others, their feelings and their property.
2. Show respect and uses your manners at all times
3. Follow instructions of teacher.
4. Remember our school is a graffiti free zone.
5. Walk in classroom and along pathways
6. Be punctual at all times.
7. Work diligently and quietly.
8. Wear correct uniform
9. Leave toys and other personal items at home.
10. Treat others as you would yourself.
Suggestions for Teachers
1. Having a clean, tidy and attractive classroom will assist in the development of good behaviour. Train children to keep the room clean and tidy, especially before leaving.
2. At the beginning of the year, discuss classroom behaviour with students and set a list of classroom rules.
3. Have regular classroom meetings to discuss issues and remind students of values.
4. Have classes line up at the classroom door before moving into the room in an orderly manner.
(See Appendix 9 for E G White statements on discipline)
4. ASSESSMENT & REPORTING
• Assessment is important because it is how we find out if our teaching has been successful. Schools are responsible for reporting on student achievement to the students, to parents, other teachers and schools and to the school community.
• Parents will be given written reports on their child's progress twice a year, as well as discussion during interviews.
• Students' work should be regularly marked – daily work, homework and assignment.
• Every effort should be made to mark and hand completed work back to students with useful comments as soon as possible as it serves to reinforce work learned
• Tests and exams will be conducted regularly and the results recorded
• At the beginning of each year the staff will discuss their students with previous teachers
5. PLANNING
• Before school starts for the year, teachers need to consult the syllabus and prepare their program of work – either for a semester or for a whole year.
• From this program, they then set out the work for the week.
• To start the week, and each day, the work must be prepared beforehand.
• Teachers must not come to the classroom unprepared.
6. RESOURCE MANAGEMENT
• Resources cost money and need careful management to make them last (radios, TVs, sports equipment etc)
• Have a policy as to how the staff will use and share resources
• Have a borrowing policy and register, so you know who the last person to use the equipment was.
• Make sure everything is labelled with the school name and a number. Keep these recorded in an assets register. (along with its value when purchased)
• Keep all purchase receipts in a safe place together with the register.
7. CURRICULUM
• Make sure each teacher has access to curriculum documents. They could be kept in the library, or some schools give each teacher a box of documents at the beginning of the year which they must hand in at the end of the year.
• Each teacher should develop their own Scope and Sequence programs from SPD and NDOE guidelines. These are their 'Programs of Work' and are the basis for all of the teaching. These Programs of Work are the basis for the weekly and daily planning.
Section 7: PEOPLE MANAGEMENT
1. CODE OF ETHICS
The Teacher-Minister acknowledges that Seventh-day Adventist schools exist for the benefit of the students whose needs and rights must be considered of first importance. Furthermore, the responsibility of promoting the cause of Christ requires the Seventh-day Adventist Teacher-Ministry to maintain standards of exemplary professional conduct and spiritual leadership. It is acknowledged that the actions of the Teacher-Ministry will be viewed and appraised by the church membership, the local community, professional associates and students. To these ends the Seventh-day Adventist Teacher-Minister subscribes to the following set of ethical principles.
2. GENERAL PRINCIPALS
The Seventh-day Adventist Teacher-Minister: Accepts the Christian Teaching Ministry as a sacred calling; Has a high sense of commitment to the aims and ideals of Christian education in general and particularly to the philosophy upon which the Seventh-day Adventist school system is based; Adopts the Christian principles of morality, truth, reason, justice, mercy and prudence in the performance of all responsibilities; and Adopts and promotes a lifestyle that incorporates principles and practices consistent with these associated with active membership in the Seventh-day Adventist Church.
3. TERMS CONDITIONS OF EMPLOYMENT
An essential condition of all employment is the individual’s ability to meet basic performance expectations. These include the demonstration of instructional skills and encompass Christian commitment and personal life style.
1. Prior to commencing, and as a condition for retaining employment in a Seventh-day Adventist school in Papua New Guinea, each teacher shall:
a. Either be an active and participating member in regular attendance at a Seventh-day Adventist Church supporting the school where they work.
Or be a practising Christian who supports by teaching and example the beliefs, principles and policies of the Seventh-day Adventist church and school.
b. Possess teaching qualifications acceptable to the Papua New Guinea National Department of Education and to the Papua New Guinea Seventh-day Adventist Church Education System.
2. Upon employment:
a. Demonstrate, at least minimum classroom competencies, commensurate with training and experience. These competencies to include; skills in classroom management, discipline, planning, programming, adapting teaching strategies to individual needs of students, evaluation of student progress and the maintenance of academic records.
b. Demonstrate involvement in all school activities, eg. curricular and extra-curricular activities; attendance at school sponsored functions, staff worship, staff meetings, chapel services and involvement in parent-teacher activities.
c. Demonstrate punctuality in meeting all school appointments.
d. Refrain from engaging in any non-school activity including remunerative employment, which may detract from fulfilling school responsibilities.
e. Maintain loyalty to fellow staff and to school and church administration.
f. Refrain from engaging in any non-school activity including remunerative employment, which may detract from fulfilling school responsibilities
g. Accept the delegated authority of the school principal as both chief administrator and instructional manager.
h. Be aware of standards set in matters of dress and deportment, making sure that personal attire is modest, neat, clean and attractive and suitable to culture, place and time.
i. Exhibit Seventh-day Adventist standards of conduct at all times, eg. no gambling, no smoking, no drinking alcoholic beverages or chewing betel-nut and no taking of illicit drugs.
j. Demonstrate respect for the Sabbath as a day of worship, from sunset Friday until sunset Saturday.
k. Recognise the authority of the Executive Committee of the Papua New Guinea Union Mission of the Seventh-day Adventist church as the employing Agency and the Education Director as its appointed representative.
Teachers employed in Seventh-day Adventist Schools must understand that the teaching ministry of the church offers a life-long career in ministering to the spiritual and educational needs of children and youth. As part of this work teachers must exhibit loyalty to the principles of the Seventh-day Adventist Church and teach only those beliefs and concepts which do not conflict with its fundamental tenets. Teachers are also expected by teaching and example to support the philosophy and teachings of the church and to be sensitive to the standards that they individually set in matters of appearance and behaviour. Finally teachers must not lose sight of the fact that their work is pastoral, and therefore they are called to make a commitment to service that goes beyond professional excellence to a devotion to bring each student into a saving relationship with God.
4. PROFESSIONAL RELATIONSHIPS
1. To the Seventh-day Adventist Church
The Seventh-day Adventist Teacher-Minister:
a. Promotes a global view of the Church and its mission;
b. Implements and acts in harmony with the policies of the South Pacific Division of the Seventh-day Adventist Church;
c. Maintains the standards and seeks to improve the effectiveness of the Teaching Ministry through formal study, research and continuing professional development activities;
d. Lives a life of unselfish cooperation and dedication;
e. Fulfils professional responsibilities with honesty and integrity;
f. Uses the privileges of academic freedom responsibly;
g. Supports the local church by active participation in its programs.
2. To the Students
The Seventh-day Adventist Teacher-Minister:
• Recognises Christ as the focal point of the curriculum and of every activity in the school; Relates to each student as a candidate for the kingdom of God;
• Views the pastoral role of the teaching ministry as of utmost importance;
• Supports the principles of the process and protects the civil and human rights of all individuals;
• Considers the welfare of students of prime importance and the teacher’s chief concern
• Allows students the freedom to express their views and gives careful and objective consideration of their opinions;
• Holds in professional confidence the ideas, needs, weaknesses, and failures of students;
• Recognises the right of equality of opportunity of all according to their ability, without discrimination on account of race, sex, religion, or social antecedents;
• Upholds, within the context of the philosophy of the school, students’ right of free exercise of conscience.
To Other Employees
The Seventh-day Adventist Teacher-Minister:
• Avoids striving for personal gain through political, social, religious, family, or other influences;
• Gives encouragement and moral support to associates on the school staff;
• Gives due recognition to lines of authority and to duties and responsibilities assigned to other staff members and to functions of administrators;
• Does not engage in competition with colleagues for position, rank, salary, students or student time.
3. To Parents
The Seventh-day Adventist Teacher-Minister:
• Refrains from discussion of confidential or official information outside of professional responsibility;
• Involves the parents in identifying the educational needs of the child;
• Provides regular communication about the child’s progress;
• Respects parental rights, including rights of custody, or other constraints, as established by the Family Law Courts;
• Exercises a prudent duty of care in providing adequate supervision of students.
5. ACADEMIC RESPONSIBILITY
Persons who accept employment as school administrators or teachers in the education system of the Seventh-day Adventist Church recognise that by so doing they impose upon themselves certain limitation on academic freedom. The philosophy and teachings of the Seventh-day Adventist Church in general and the educational objectives of its Education Department determine these limitations in particular. The Seventh-day Adventist Church has as one of its main purposes the nurturing of its young people in the tenets and objective of the Church, thus it is the policy of employing bodies to select and continue in employment only such teachers as hold church membership and are in good and regular standing and who will in their professional and social conduct be governed by Seventh-day Adventist principle.
The Church considers that there can be no such state as complete freedom of expression either in word or act. Freedom finds its most perfect expression when the universally accepted beliefs and mores of society such as truthfulness, decency, moral integrity and the canons of good taste are constrained by the Christian ethic. These characteristics must be assumed as binding upon all teachers. In addition the Church-related nature of the Adventist school properly restricts academic freedom in respect to church doctrine and belief. The teacher must exhibit loyalty to the principles of the Church and is committed to teach only those beliefs and concepts which do not conflict with its fundamental tenets. A teacher voluntarily assumes these boundaries when accepting appointment within the Seventh-day Adventist school system. Conversely, when a teacher finds himself or herself either unwilling or unable to comply with the Church’s principles of faith it becomes his duty to resign. Failure to act in good faith under these circumstances may properly be regarded as grounds for dismissal.
6. INDUCTION OF NEW STAFF
• Ensure that new staff are welcomed and supported
• Ensure that new staff receive a copy of the staff handbook and fully understand what is required of them. It’s a good idea to have a checklist to ensure that nothing is forgotten (see appendix)
(See Appendix 10 - Staff Induction Checklist)
7. SUPERVISION AND EVALUATION
a. The principal and/or local conference/mission and union education directors along with provincial education personnel will be responsible for supervising and evaluating instructional performance, general behaviour and school involvement.
b. Local conference/mission and union education directors and administrators in partnership with the principal will be ultimately responsible for supervising and evaluating behaviours and attitudes pertaining to Adventist church standards.
c. Where a teacher fails to meet basic performance expectations, the relevant supervisor will offer guidance and helpful assistance. This should include written directives. Should there be no change in behaviour after one written directive the matter should be referred to the provincial education advisor for firm disciplinary action which could take the form of dismissal or transfer.
8. UNSATISFACTORY PERFORMANCE – GUIDELINES TO MANAGE
• Make sure that staff know what they are supposed to do and the standard you expect (show them samples of good work, frequently check and discuss their work until you know their work is acceptable)
• Document and date your concerns (observations, phone calls, letters and visits from other staff or parents)
• Let staff know immediately, in a calm and kind way if their work is not acceptable, and what they are to do about it.
• Be discreet and do not embarrass them
• Follow up regularly to ensure they are meeting your requirements
Summary checklist for Poor Performance
• Have you made this person and their problems a matter of prayer and have you faithfully continued that prayer habit?
• Has the person been told what is unsatisfactory in a discreet and courteous manner, based on school or systemic documentation and collected data regarding their inadequate performance?
• Have they been given a chance to discuss this and explain why the inadequacy might be?
• Has the person been clearly told what is expected and given at least two written copies of this together with timelines?
• Has a plan been put into place to assist them in achieving these expectations?
• Has their performance been monitored regularly as per the timelines and have they been given regular feedback, and do they understand the consequences of failure to improve?
• Have you notified the Local Mission and Union education director, and in the case of school teachers the provincial education advisor as well, of the individuals poor performance
• Has the final meeting been minuted indicating decisions made and why, and have they been given a copy?
7. PERSONAL AND CAREER DEVELOPMENT
Monitor your staff throughout the year and be aware of their needs. This might include coaching for personal development (such as presentation skills, spiritual needs, support through as mentor etc) OR Career Development through additional responsibilities, professional development visits, encouragement towards additional professional study.
8. COLLABORATIVE DECISION MAKING
In many schools staff are unhappy and do not work well because they are not allowed to contribute to the decision making of the school and their potential value is ignored. Do not be afraid to encourage staff to contribute to discussion and decision making or threatened by their enthusiasm. Use their brains! And make them responsible for ensuring the success of a project. Allow them to contribute in brainstorming, ensure all suggestions are legal and within budgets, and then let them vote.
9. LEAVE AND OTHER ISSUES
While the teacher is employed by the Teaching Services Commission, s/he is also under the control of the Adventist agency school board. Thus the teacher must maintain loyalty through the principal to both the TSC and the Adventist school board, regional or union board of education. Questions on policy and procedures should ALWAYS be directed first to the principal and s/he will refer the matter to the appropriate authority.
a. Sick Leave: Teachers who are sick should notify their principal. However if they are sick for two consecutive days a medical certificate should be forwarded through the principal to the provincial education advisor who will advise what further action should be taken. In the case of sole charge schools the teacher should notify and submit the medical certificate to the regional education director who will then pass on the information to the provincial education advisor.
b. Leave without Authority: If a teacher absents him/herself without authority, or if no satisfactory explanation is given for such absence, the principal and or regional education director must report the matter to the provincial education advisor who may request that the TSC deduct the period of absence from the salary of the teacher.
c. Use of School Property or Equipment: School Equipment is provided for school and pupil use. Teachers should not remove it from the school for private use or personal gain. Damage can occur thus preventing it being used by the school for the purpose for which it was provided. Where exceptional circumstances necessitate the taking of equipment form the school for preparation of lessons, the principal’s permission must first be obtained.
d. Other Activities: Because of the nature of church oriented schools, each teacher should make the greatest effort possible to give his/her best talents to the work. It should be clearly understood that teachers should make loyalty to their school work a prime concern. If additional work involves the teacher in effort and time that rightly belong to teaching, s/he cannot justifiably be involved in such activity. The worker should first seek the approval of the school board before taking on the other activities with or without remuneration. If after receiving permission it is found that the additional activity is detrimental to the teacher’s efficiency s/he should terminate the extra curricular activity immediately.
e. Reporting for duty at the start of the school year: Principals and all school staff are required to be present at the school for duty at least one week prior to the opening date of school. If a staff member fails in this s/he will be reported to the relevant authority and wages will be deducted to compensate for the absence.
Section 8: STRATEGIC PLANNING
1. WHY DO WE NEED STRATEGIC PLANNING?
Strategic planning is the 'Big Picture' of where your school is going, what are the big things you plan to do (such as buildings and major renovations, new subjects, new organisational structures, particular events or programs)
2. ELEMENTS OF A STRATEGIC PLAN
Whereas a plan is simply a statement of the objectives and activities you will pursue in a given time period, a strategic plan links your objectives clearly to your vision and your situation. This means you will have strong reasons for what you do, and also that you will have a clear sequence and timeframe for your plan. A strategic plan has six key elements.
1. A vision. This is a statement of your ideal situation, department or school. This states your dream of how things could be, sometimes if you had the resources.
2. SWOT analysis. This is an analysis of your strengths, weaknesses, opportunities or threats. Such analysis sets the scene for your strategy because good planning requires good information.
3. Objectives. These are goals that will match the content of your vision.
4. Strategies. These are activities, procedures, meetings, visits etc you will use to pursue your objectives.
5. Responsibility. This is a statement of who is responsible for achieving your goals or completing the plan, and when.
6. Evaluation. This records how effective your strategies are. When you gather data about the progress of your plan you make judgements about how well it has worked, and you report these to your stake holders.
3. HOW DO YOU DO IT?
• Effective Strategic planning is not something you do alone, but instead you involve your school community in the thinking process and the decision making.
• You can do strategic planning for a single major event, but the best way is to have a three or five year plan, with yearly reviews.
• Have your school community meet to discuss the future they want for the school. Split them into groups with one person to write down the ideas. Start with writing down the good things about the school, that they don't want to lose. Then write down the things that they feel could be improved. This is the basis for your strategic plan. Next put them in order over the three or five years. Two or three might be placed at the beginning, but you can't do everything at once, and so some ideas may not get started until the second year or even the third. You will have to budget and fund raise as well, so include this in the plan.
4. FIVE KEY AREAS FOR A SCHOOL STRATEGIC PLAN
There are five key areas to be considered when planning the running of a Seventh-day Adventist school.
These are:
Ethos - This looks at the special character of the school, what sets it apart from all others, the values, beliefs and faith of those who will be part of the school community.
People - This is self evident but must include the students, staff, principal, parents, church members and community members.
Curriculum - This covers both the formal and informal curriculum. It is more than just the subjects, but also includes teaching methods and addresses student learning needs as well.
Financial Resources - This covers the financial operation of the school. It includes not only what is earned or collected but what is spent and allocated in terms of operating the school.
System - This covers those areas of administration that link us to the greater Adventist school system education. It looks at how the school relates to the Mission or other centres of administration.
A simple goal should be developed for each of these key areas when developing the plan. Remember that each goal is part of developing the grand dream we and the community have for the school.
Section 9: SCHOOL GOVERNANCE
1. WHAT IS SCHOOL GOVERNANCE?
School governance is the process by which the parents, church and school work together to ensure a quality Christian education for our students. Our students deserve this, our parents demand this and our church's future requires this.
1. Effective leadership by the school board and principal inspires the school staff to give their best.
When leaders create a climate of trust and confidence, the staff feel supported and positive about their work. And when teachers feel good about their work, students benefit.
2. Quality school boards elicit support from the constituency
When the school board and staff act with integrity and show respect for each other, the constituency will have confidence in the governance process. When confidence is high, community support for the school will be strong.
3. Effective school boards ensure accountability
True accountability is possible only where authority is clearly defined. When the board's roles and the staff's roles are clearly defined and understood, this usually results in positive and professional attitudes and behaviour.
4. Quality school board members are vital because our school system is essential to the church
Effective governance will help us operate the quality schools that our students deserve, our parents demand, and our church's future requires.
2. SCHOOL BOARD COMPOSITION & TERMS OF REFERENCE
|SECONDARY SCHOOL BOARD OF GOVERNORS |
|Ex-officio Members |
|PNGUM President or his representative (Chairman) |
|School Principal (Secretary) |
|PNGUM General Secretary |
|PNGUM Chief Financial Officer |
|PNGUM Education Director(s) |
|School Business Manager |
|Local Mission/Conference President (from the region in which the school is located) |
|Regional Education Director (from the region in which the school is located) |
| |
|Elected Members |
|1 Local Mission/Conference President |
|1 Lay Professional |
|1 Parent (minimum) |
|1 Community Representative |
|1 Feeder School Principal |
| |
|Invitee |
|Provincial Secondary School Inspector or his/her representative |
| |
|Appointment and Organisation: |
|A board of governors shall be appointed quinquennially by the executive committee of PNGUM. The board shall function as the |
|board of general management with power to make executive determination in all matters affecting the secondary school in |
|harmony with the policies of the union mission. |
|The PNGUM president or his representative shall serve as the board chairperson. |
|The principal is an ex-officio member of the board, and shall serve as its secretary. The secretary must keep all committee |
|minutes and send minutes of each meeting to the PNGUM education director. |
|The Secondary School Board of Governors must include at least two female members |
|Seven persons including the chairperson or vice chairperson shall constitute a quorum. |
|The board shall meet at least four times each year. |
|The board may appoint the members of any sub-committees such as a curriculum committee, a finance committee, a marketing |
|committee, an outreach committee, or a personnel committee to appoint school support staff etc. Additional committee members |
|need not all be school board members. |
| |
|SECONDARY SCHOOL BOARD: |AUTHORITY |
|TERMS OF REFERENCE | |
|1 |Review the school operation and report to PNGUM on: the quality of education|Report to the PNGUM Board of Education |
| |offered; the school’s preservation of its Seventh-day Adventist mission and | |
| |ethos; the quality of the school’s witnessing program; and the financial | |
| |viability of the school. | |
|2 |Develop policies in local school matters such as: pursuing the mission of |Power to act |
| |the school, use of property and buildings, equipment and maintenance of | |
| |school plant, cleaning and upkeep of grounds, academic, physical and | |
| |spiritual master plans, student discipline and student health and safety | |
| |etc. | |
|3 |Be supportive of the principal, recognising that it is the principal's role |Power to act |
| |to implement the policies developed by the board. | |
|4 |In consultation with the school administration and staff recommend to the |Recommend to the relevant authority |
| |PEB and the PNGUM board of education the academic program and curriculum of | |
| |the school. | |
|5 |Be responsible for the financial management of the school in harmony with |Power to act |
| |the education policies of Papua New Guinea Union Mission. | |
|6 |During the last term of the school year, in counsel with the union chief |Power to act |
| |financial officer, prepare an annual operating budget setting out all items | |
| |of income and expenditure for the next school year. | |
|7 |Receive and consider the monthly statements from the business manager and |Power to act |
| |determine ways and means of maintaining a balanced budget, noting that the | |
| |board has the responsibility to liquidate any indebtedness. | |
|8 |Ensure that all church contributions are passed on to the relevant PNGUM, |Power to act |
| |Local Mission/Conference treasury. | |
|9 |Establish the tuition/fees schedule for the school within the parameters |Power to act |
| |established by the PEB and PNGUM board of education. | |
|10 |Create depreciation reserve funds for the replacement or upgrading of |Power to act |
| |essential school plant and equipment. | |
|11 |Hold reserve funds equal to at least the amount of industry earnings used in|Power to act |
| |the base budget of the previous years operation. | |
|12 |Determine annually the duties and status of each teacher and staff member of|Power to act |
| |the institution. | |
|13 |Recommend to the PNGUM Board of Education for the appointment of all |Recommend to the PNGUM Board of |
| |teachers, senior administrative and supervisory staff within the secondary |Education. |
| |school. | |
|14 |Appoint or dismiss non-teaching/ancillary staff members and casual workers. |Power to act |
|15 |Set the wage rates of all non teaching staff in harmony with the PNGUM wage |Power to act |
| |schedule or the applicable industrial award. | |
|16 |Ratify the recommendations of the school administration in situations |Power to act |
| |involving serious disciplinary cases and serve as the ultimate authority in | |
| |the dismissal of students. | |
|17 |Ensure that all staff meet the basic performance expectations. All |Power to act |
| |Employees not meeting these expectations should be counselled and issued | |
| |with warning letters. Teaching staff must also be immediately reported to | |
| |both the provincial education advisor and PNGUM education director. | |
|18 |Accept responsibility for adhering to the school calendar approved by the |Power to act |
| |NDOE and PNGUM board of education. Any modifications or contemplated | |
| |changes must receive prior approval from the relevant authority. | |
|19 |Receive, consider and act upon the periodic school visitation, inspection |Power to act |
| |and accreditation reports. | |
|20 |Ensure that all reasonable care is taken to protect the health and safety of|Power to act |
| |students and persons employed or engaged in activities organised by the | |
| |school in harmony with the SPD occupational health and safety policy. Note:| |
| |all student activities both indoor and outdoor must be fully supervised. | |
|UPPER PRIMARY & HIGH SCHOOL BOARD OF MANAGEMENT |
|Ex-officio Members |
|Local Mission President or his representative (Chairman) |
|School Principal (Secretary) |
|Local Mission Chief Financial Officer/Treasurer or his/her representative |
|Regional Education Director |
|District Director |
| |
|Elected Members |
|1 Lay Professional |
|2 Senior Elders from churches that support the school |
|2 parents from churches that support the school |
|Home and school leader |
|1 Feeder School Principal |
| |
|Invitee |
|Provincial Secondary School Inspector or his/her representative |
| |
|Appointment and Organisation: |
|The ex-officio members of the board of management and the feeder school principal shall be appointed during session by the |
|Local Mission/Conference Executive Committee. The board shall function to make executive determination in all matters |
|affecting upper primary and high school education in harmony with the policies of the union mission. |
|When one church supports the school, the church board appoints the parents, senior elders and lay professional to serve on the|
|board. |
|When two or more churches support the school, the two parents and senior elders will be chosen on a rotational basis from |
|among the supporting churches, and the school board chooses the lay professional at its first meeting. |
|The Local Mission/Conference president or his representative shall serve as the board chairperson. The principal is an |
|ex-officio member of the board, and shall serve as its secretary. The secretary must keep all committee minutes and send |
|minutes of each meeting to the regional education director. |
|The initial meeting of the board following the session shall be called by the Local Mission/Conference president or his |
|nominee and any subsequent appointments, including the feeder school principal, will be made at the first board meeting. |
|The school board of management must include at least one female member |
|A primary school home and school leader shall be appointed by the board and must be a member of the supporting church or one |
|of the supporting Seventh-day Adventist churches. |
|Management committee vacancies are filled by the organisation that made the original appointment. The person filling the |
|vacancy serves only for the remainder of the unexpired term. |
|A quorum shall consist of a simple majority of the membership. |
|The board shall meet at least four times each year. |
|The PNGUM education directors are ex-officio members of all upper primary and high school boards of management. |
|The board may appoint the members of any sub-committees such as a curriculum committee, a finance committee, a marketing |
|committee, an outreach committee, or a personnel committee to appoint school support staff etc. Additional committee members |
|need not all be school board members. |
|UPPER PRIMARY & HIGH SCHOOL BOARD: TERMS OF REFERENCE |AUTHORITY |
|1 |Review annually the school operation and report to the regional board of |Report to the regional board |
| |education on the quality of education offered, the school’s preservation of | |
| |its Seventh-day Adventist mission and ethos, the quality of the school’s | |
| |witnessing program and the financial viability of the school. | |
|2 |Develop policies in local school matters such as: pursuing the mission of |Power to act |
| |the school, use of property and buildings, equipment and maintenance of | |
| |school plant, cleaning and upkeep of grounds, academic, physical and | |
| |spiritual master plans, student discipline and student health and safety | |
| |etc. | |
|3 |Be supportive of the principal, recognising that it is the principal's role |Power to act |
| |to implement the policies developed by the board. | |
|4 |In consultation with the school administration and staff recommend to the |Recommend to the relevant authority |
| |PEB and the SDA regional board of education the academic program and | |
| |curriculum of the school. | |
|5 |Be responsible for the financial management of the school in harmony with |Power to act |
| |the education policies of the Papua New Guinea Union Mission. | |
|6 |During the last term of the school year, in counsel with the Local |Power to act |
| |Mission/Conference chief financial officer, prepare an annual operating | |
| |budget setting out all items of income and expenditure for the next school | |
| |year. | |
|7 |Receive and consider the monthly statements from the Local |Power to act |
| |Mission/Conference chief financial officer and determine ways and means of | |
| |maintaining a balanced budget, noting that it has the responsibility to | |
| |liquidate any indebtedness. | |
|8 |Ensure that all church contributions are passed on to the mission/conference|Power to act |
| |treasury. School fees and other income including special funds collected by| |
| |the home and school committee must be deposited into the school bank | |
| |account and any expenditure or acquittal of these funds should comply with | |
| |criteria previously agreed upon by the school board and, where relevant, the| |
| |home and school committee. | |
|9 |Establish the tuition/fees schedule for the school within the parameters |Power to act |
| |established by the PEB and SDA regional board of education. | |
|10 |Counsel with the Regional Board of Education on the employment of |Power to act |
| |non-teaching/ancillary personnel. This category of denominational employee | |
| |is a Regional Board of Education appointment. | |
|11 |Support the home and school association committee. |Power to act |
|12 |Ratify the recommendations of the school administration in situations |Power to act |
| |involving serious disciplinary cases and to serve as the ultimate authority | |
| |in the dismissal of students. | |
|13 |Ensure that all staff meet the basic performance expectations. Employees |Power to act |
| |not meeting these expectations should be informed and reported to the | |
| |relevant PEB and church authority. | |
|14 |Accept responsibility for adhering to the school calendar approved by the |Power to act |
| |PEB and SDA Regional Board of Education. Any modifications or contemplated | |
| |changes must receive prior approval from the Regional Board of Education. | |
|15 |Receive and consider the periodic school visitation and inspection reports, |Power to act |
| |and to support the Regional Board of Education in the implementation of the | |
| |recommendations made. | |
|16 |Ensure that all reasonable care is taken to protect the health and safety of|Power to act |
| |students and persons employed or engaged in activities organised by the | |
| |school in harmony with the SPD occupational health and safety policy. Note:| |
| |all student activities both indoor and outdoor must be fully supervised. | |
|ELEMENTARY & PRIMARY SCHOOL BOARD OF MANAGEMENT |
|Ex-officio Members |
|Local Mission/Conference District Director or his representative (Chairperson) |
|School Principal (Secretary) |
|Local Mission Chief Financial Officer or his/her representative |
|Regional Education Director |
| |
|Elected Members |
|1 Lay Professional |
|Senior Elders from churches that support the school |
|2 Parents from churches that support the school |
|Home and School Leader |
| |
|Appointment and Organisation: |
|The ex-officio members of the board of management shall be appointed during session by the Local Mission/Conference Executive |
|Committee. The board shall function to make executive determination in all matters affecting elementary and primary school |
|education in harmony with the policies of PNGUM. |
|When one church supports the school, the church board appoints the parents, senior elders and lay professional to serve on the|
|board. |
|When two or more churches support the school, the two parents and senior elders will be chosen on a rotational basis from |
|among the supporting churches, and the school board chooses the lay professional at its first meeting. |
|The Local Mission/Conference district director or his representative shall serve as the board chairman. The deputy chairperson|
|shall be appointed by, and from among the board members. The principal is an ex-officio member of the board, and shall serve |
|as its secretary. The secretary must keep all committee minutes and send minutes of each meeting to the regional education |
|director. |
|The initial meeting of the board shall be called by the Local Mission/Conference district director or his nominee and any |
|subsequent appointments will be made at the first board meeting. |
|The school board of management must include at least one female member |
|The home and school leader shall be appointed by the school board and must be an active member of the supporting Seventh-day |
|Adventist church. Where two or more churches are served by one school the home and school committee shall be appointed by the|
|school board of management at its first meeting each year and shall remain in office until its successors are elected. |
|Management committee vacancies are filled by the organisation that made the original appointment. The person filling the |
|vacancy serves only for the remainder of the unexpired term. |
|A quorum shall consist of a simple majority of the membership. |
|The board shall meet at least four times each year. |
|The PNGUM education directors are ex-officio members of all elementary and primary school boards of management. |
|The board may appoint the members of any sub-committees such as a curriculum committee, a finance committee, a marketing |
|committee, a special projects committee, or an outreach committee etc. The additional committee members need not all be |
|school board members. |
| |ELEMENTARY & PRIMARY SCHOOL BOARD: TERMS OF REFERENCE |AUTHORITY |
|1 |Review annually the school operation and report to the regional board of |Report to the regional board |
| |education on the quality of education offered, the school’s preservation of | |
| |its Seventh-day Adventist mission and ethos, the quality of the school’s | |
| |witnessing program and the financial viability of the school. | |
|2 |Develop policies in local school matters such as: pursuing the mission of |Power to act |
| |the school, use of property and buildings, equipment and maintenance of | |
| |school plant, cleaning and upkeep of grounds, academic, physical and | |
| |spiritual master plans, student discipline and student health and safety. | |
|3 |Be supportive of the principal, recognising that it is the principal's role |Power to act |
| |to implement the policies developed by the board. | |
|4 |In consultation with the school administration and staff recommend to the |Recommend to the Regional Board of |
| |SDA Regional Board of Education the academic program and curriculum of the |Education |
| |school. This would include decisions regarding the vernacular used in | |
| |elementary school programs and the specific approach to cultural education. | |
|5 |In consultation with the school administration and staff suggest topics for |Recommend to the Regional Board of |
| |school based in-services to the Regional Board of Education. |Education |
|6 |Be responsible for the financial management of the school in harmony with |Power to act |
| |the education policies of the Local Mission/Conference. | |
|7 |During the last term of the school year, in counsel with the local |Power to act |
| |mission/conference chief financial officer, prepare an annual operating | |
| |budget setting out all items of income and expenditure for the next school | |
| |year. | |
|8 |Receive and consider the monthly statements from the Local |Power to act |
| |Mission/Conference chief financial officer and determine ways and means of | |
| |maintaining a balanced budget, noting that it has the responsibility to | |
| |liquidate any indebtedness. | |
|9 |Ensure that all church contributions are passed on to the Local |Power to act |
| |Mission/Conference treasury. School fees and other income including special| |
| |funds collected by the home and school committee must be deposited into the| |
| |school bank account and any expenditure or acquittal of these funds should | |
| |comply with criteria previously agreed upon by the school board and, where | |
| |relevant, the home and school committee. | |
|10 |Establish the tuition/fees schedule for the school within the parameters |Power to act |
| |established by the PEB and SDA Regional Board of Education. | |
|11 |Counsel with the Regional Board of Education on the employment of |Power to act |
| |non-teaching/ancillary personnel. This category of denominational employee | |
| |is a regional board of education appointment. | |
|12 |Support the home and school association committee. |Power to act |
|13 |Ratify the recommendations of the school administration in situations |Power to act |
| |involving serious disciplinary cases and to serve as the ultimate authority | |
| |in the dismissal of students. | |
|14 |Ensure that all staff meet the basic performance expectations as outlined in|Power to act |
| |the Adventist Church Identity and Philosophy statement. Any employees not | |
| |meeting these expectations should be informed and reported to the relevant | |
| |authority. | |
|15 |Accept responsibility for adhering to the school calendar approved by the |Power to act |
| |PEB and SDA regional board of education. Any modifications or contemplated | |
| |changes must receive prior approval from the regional board of education. | |
|16 |Receive and consider the periodic school visitation, inspection and |Power to act |
| |accreditation reports, and support the Regional Board of Education in the | |
| |implementation of the recommendations made. | |
|17 |Ensure that all reasonable care is taken to protect the health and safety of|Power to act |
| |students and persons employed or engaged in activities organised by the | |
| |school in harmony with the SPD occupational health and safety policy. Note: | |
| |all student activities both indoor and outdoor must be fully supervised. | |
3. ROLES AND RESPONSIBILITIES
1. The role of the council is to establish a vision. The vision sets the school's direction, and should drive every aspect of its program.
2. The school board is responsible for establishing and maintaining an organisational structure that supports the vision by:
a. Developing policies
b. Establishing budget priorities for both operating and capital improvement
c. Supporting and showing their appreciation of the professional staff.
3. The school board assess progress and ensures accountability.
4. School board members are advocates for students and Adventist education. School board members should take every opportunity to communicate to constituents and community members the value of Adventist education.
4. SCHOOL BOARD MEMBERS ARE PART OF A TEAM
Power does not reside in individuals on school boards. Power is exercised only through the authority of the entire school board team. Effective team members:
a. Have a positive, supportive attitude
b. Are receptive and respectful listeners
c. Possess integrity and thus are worthy of trust,
d. Are able to communicate well with others and do so openly, honestly and clearly.
e. Display a high level of professionalism
f. Operate with fairness.
5. THE GLUE FOR THE TEAM
Trust is the most important quality for leaders and their boards of management. It is the 'glue' that facilitates effectiveness. And this trust is earned action by action, meeting by meeting, year by year.
A high trust environment exists:
a. when members exhibit high standards of integrity and personal ethics
b. when policies and school board procedures are consistently followed
c. when school board members trust one another
d. when members trust the expertise of the professional staff, principal and director of education.
e. when members respect the confidentiality of the school board
f. when there are no 'surprises' at meetings but sensitive items or concerns are communicated to the principal as soon as possible.
6. GUIDELINES FOR PRODUCTIVE BOARD DELIBERATIONS
1. listen with respect
2. listen to more than is being said
3. share information calmly
4. express differences kindly
5. look for common ground
6. raise a hand or follow a procedure for speaking up
7. have a time limit for monologues
8. allow several others to speak before one member speaks again
9. be open-minded
10. learn from others, communicate rather than argue
11. allow time for all viewpoints to be expressed.
7. CODE OF ETHICS
A code of ethics is an expression of those personal ideals that should guide an individual's daily activities.
Board members should be able to agree to the following statements:
In all my actions as a school board member, my first commitment is to the well-being of our youth. My primary responsibility is to each child – regardless of race, creed, colour, sex or national origins.
I also have other commitments to:
• The philosophy, mission and goals of Seventh-day Adventist education
• The teachings and standards of the Seventh-day Adventist Church.
Understanding and accepting the foregoing commitments I shall:
• Consider my position as a board member as a trust and not use it for private advantage or personal gain.
• Be constantly aware that I have no legal authority except when I am acting as a member of the school board. I shall present my concerns and concepts through the process of board meeting debate and, if in the minority on any decision, I shall abide by and support the majority decision. When I am in the majority I shall respect divergent opinions.
• Encourage ideas and opinions from the constituency and endeavour to incorporate their views in the deliberations and decisions of the school board.
• Devote sufficient time, thought, and study to proposed actions to be able to base my decisions upon all available facts and vote my honest convictions.
• Remember that the basic functions of the school board are to establish the policies by which the school is to be administered and recommend to the conference, the principal and staff who will implement those policies.
• Recognise that the deliberations of the school board are confidential and may be released publicly only with school board approval.
8. AGENDAS
• It is very important that school agendas or council/board agendas are collaborative. That is, all members are able to contribute items for discussion.
• Agenda items should be submitted beforehand. They may be able to be dealt with immediately rather than waste the time of the whole committee. This will also prevent 'little surprises' for which you are not prepared.
• Committee members should get a copy of the agenda at least a day or so before the meeting
(See Appendix 11 - Sample Agenda)
9. HOW TO TAKE MINUTES
• If taking minutes on a computer it is helpful to have the page set up as a table beforehand with agenda items in the left hand column. You can also do this if handwriting.
• If there is no computer use a minute book (exercise book) as a permanent record of committee meetings. This book should be kept in the place where all committee members have access to it.
• Record the decisions and who is responsible, and by what date.
• Record who is present, who was absent and sent apologies.
• If you are going to be joining in the discussion as well as writing notes, it is useful to have another person making notes as well. They can give these to you at the end of the meeting which will help jog your memory when writing up the minutes properly afterwards. This is particularly important in a busy staff meeting.
• Committee members should get a copy of the minutes within the next week.
10. HOW TO CHAIR A MEETING
1. Ensure that attendees know
• what the meeting is about – send out an agenda;
• where it is to be held;
• what time it is to start;
• what they have to do or bring (bring and / or read documents)
1. Start on time with welcome and prayer (see sample agenda in appendices)
2. Work through the agenda, slow down if necessary to ensure that minutes are taken properly
3. Allow members to speak remembering
4. Remain calm and unfailingly polite and professional. Do not accept un-Christian behaviour.
(See Appendix 12 - Meeting Checklist)
Section 10: THE COMMUNITY
1. HOME & SCHOOL
Your role and relationship
• The Home and School Association is there to support the school and may also help with fundraising
• Your role is to support them and take an interest in their activities. You can help by organising staff and parents and students to attend and support Home and School functions.
• You may need to provide guidance as to what can be done within church guidelines.(see fundraising policy in Appendices)
Organisation and Purpose
| |HOME AND SCHOOL COMMITTEE |
|1 |Wherever a Local Mission/Conference school is operated there should be an organised, active home and school |
| |association meeting regularly, preferably monthly, during the school year and carrying out the purposes of the |
| |association |
|2 | The purpose of the association is to support the work of Christian education in the home and school, and to develop |
| |Christian character in the teachers, parents and their children. |
| | |
| |The Association will: |
| |Study the principles, purposes, and applications of Christian education and how these can be applied in the home, the|
| |school, and the church. |
| |Encourage a more complete understanding, a deeper appreciation, and a greater degree of cooperation, between parents |
| |and teachers in working towards the aims of Christian education. |
| |Establish in the home an atmosphere of love and discipline, of bible study, prayer, and family worship, and of |
| |cooperating with the school to develop a child's whole being – body, mind, and soul. |
| |Assist the teachers in making the church school the best that it can be in school tone, resources and teaching |
| |methods. |
| |Encourage the attendance of every Adventist child at a Seventh-day Adventist school. |
| |Provide opportunity for school students to take a regular part in local church programs. |
| |Assist in providing the school with additional resources not provided by the mission, thus enabling it to reach the |
| |highest educational standards. |
| |Assist the church school by raising funds for various special projects. |
|3 |Parents and guardians of children attending the school, members of the staff, and friends can all be members of the |
| |association. |
|4 |The association will have a Chairman, secretary, and treasurer, along with other interested persons as members of the|
| |committee. The committee in schools controlled by one church shall be selected annually by the nominating committee |
| |of the church in harmony with the policy outlined in the Church Manual, but where several churches are served by one |
| |school the committee shall be appointed by the school board of management at its first meeting each year and shall |
| |remain in office until its successors are elected. The principal shall be an ex officio member of the committee. |
|5 |Since the school board of management is responsible for the management of the school, all projects undertaken by the |
| |association shall be at the request of or approved by the school board. |
|6 |All special project funds raised by the home and school committee should be deposited in the school bank account and |
| |any expenditure or acquittal of these funds should comply with criteria previously agreed upon by both the school |
| |board and the home and school committee. |
|7 |The committee should have no more than 12 members including the principal |
2. YOUR RELATIONSHIP WITH PARENTS
• It is your role and responsibility as principal of the school to set the tone as a Christian and as a professional educator. You are providing a service – that of educating their children. Courtesy and kindness are essential.
3. EDUCATION DIRECTORS AND PRINCIPALS
• Fellow principals are your colleagues in the education ministry.
• Pray for each other
• Support each other in this demanding task
• Share information, ideas and documents to help each other.
4. GOVERNMENT ED DEPARTMENT AND OTHER AGENCIES
• It is important that as representatives of the Seventh-day Adventist educational work, Adventist school principals are held in high regard because of their competence, integrity and diligence.
• Take every opportunity to learn from other groups and personnel and to act in a collegial and professional manner.
5. LOCAL/PROVINCIAL COUNCILS
• Make an effort to get to know personally the Chairman and secretary of the Local/Provincial Councils. At every opportunity invite them to school functions, show them around your school, and invite them to address the pupils and their parents from time to time. Find out if there is anything that your school can do for the local councils by way of service projects. At every opportunity seek to create positive relationships with the members of these councils.
Section 11: FINANCE
BUDGETS:
• How to set one (categories and why)
• How to read one
• How to manage one (i.e. what to do, and how to re-jig)
• The all-important talk with your mission accountant
• Where to get money
• How to get money
• Fundraising –your school
Section 12: SPECIAL CHARACTER
A school’s special character refers to the Seventh-day Adventist culture of the school. It is this vital dynamic that sets our schools apart from all others. What do we mean when we talk about the special character of an Adventist school?
We mean that the school operates in a way that is Seventh-day Adventist. In all that happens at the school it will reflect the beliefs, understandings, practices and values of the Seventh-day Adventist Church. It is more than just having Bible taught during a class period each day. It impacts and influences all activities that occur at the school. It impacts the lives of each staff member and student that work or attend the school.
To ensure that the special character of your school is alive and well, and remains so, requires intentional planning on the part of the principal. By answering the questions below and planning to address any areas of deficiency will ensure that the special character of your school remains consistently high and a true reflection of what it means to be a Seventh-day Adventist school.
Questions
1. Do you have a statement of the Philosophy and Objectives of Adventist education?
2. Do you regularly run staff meetings on a part of this document so that staff understand what the Philosophy and Objectives mean and how they can be applied within the classroom?
3. Do the school policies reflect the school’s special character?
4. Do the buildings, signage, classroom displays and furnishings reflect the special character
.
5. Does the school have a spiritual development document that outlines how the school will plan to intentionally lead each student to Christ?
6. Does the performance management system for the staff reflect special character elements to be checked?
7. What processes are in place to ensure that all newly appointed teachers are Seventh-day Adventists with a living relationship with Christ?
8. What processes are in place to support the growing in faith of each staff member and student?
9. Are the teachers and students regularly involved in their local church programmes?
10. Do the curriculum documents reflect the special character dimensions in each subject? Is each subject structured in such a way that it provides another window for seeing God?
11. Are there plans for the year for the students to participate in extra activities and practices which are part of the Seventh-day Adventist Character of the school? E.g. Week of Prayer, church visitations, school and class worships, prayer, special service activities in the community.
In addition to these questions an accreditation module has been revised for PNG Adventist primary schools to assist them maintain their special character which should permeate all aspects of the education program (see appendix 13: Accreditation Module)
SPECIAL CHARACTER AS PART OF THE SCHOOL CULTURE
The following ideas can help in strengthening the school’s culture, its special character which of course is the essential values of the school.
a. School culture IS special character
b. Special character IS the essential values of the school
c. School leadership IS about school culture.
• Know the core values of the school.
• Talk about them, share them, discuss them with the staff - OFTEN
• Live the values out yourself.
• Use the values as the basis on which you make decisions.
• Bring them to life - set them as goals, examples, a source of unity and aspiration.
• Keep them relevant and acceptable.
• Be flexible and not dogmatic.
• Explain the reason why.
• Stand up for those well reasoned value goals.
• Establish rituals around the values.
• Celebrate the achievement of values.
• Get supporters to talk positively about the values.
APPENDICES
Appendix 1 MISSION STATEMENT, PHILOSOPHY
AND OBJECTIVES OF EDUCATION
A. MISSION STATEMENT:
To develop Seventh-day Adventist educational communities of faith that promote holistic student development expressed in academic excellence, Christ-centred worship, loving relationships and practical concern for others.
B. PHILOSOPHY:
Seventh-day Adventist education is based on a biblical worldview. This view asserts that an eternal loving God, through Christ created this world as part of a perfect Universe which He continues to sustain by His power through the laws He has ordained.
Although created perfect in God’s image, mankind’s free choice led to alienation from the Creator. This broken relationship resulted in a fallen nature out of harmony with God, and a blighted creation. Through His infinite love God instituted a plan of salvation through the life, death and resurrection of His Son Jesus Christ. This plan provides for the restoration of an harmonious relationship between mankind and the Creator, and the hope of eternal life.
All truth finds its source and unity in God. Human understanding of truth is derived from God’s revelation through His inspired Word, the work of the Holy Spirit, and appreciation for His creation. These truths are perceived through the exercise of all the powers given by God to humanity.
God’s design for enjoyment of a full and abundant life is realised in acceptance of His laws and values as revealed in the unselfish life of Christ and expressed in His teachings. These values impact on all people’s cultural activities and reflect their relationship with God, other people and the natural world entrusted to their care. Related aesthetic values shape their appreciation of beauty and creativity.
Seventh-day Adventists believe that because the development of religious faith pervades all of life, the Adventist school curriculum has important spiritual significance. Therefore the Adventist school community and education curriculum are intended to develop faith which contributes to the restoration of body, mind, spirit and personal relationships in harmony with God’s ideal. Such faith also includes the Church’s religious beliefs, norms of ethical behaviour, and commitment to serving the wider community.
C. OBJECTIVES:
The objectives of Seventh-day Adventist education are derived from its philosophy and seek to achieve the implementation of its mission in each institution and in the life of each student.
Because as Seventh-day Adventists we believe:
1. in the reality of God as the Creator and sustainer of the Universe,
students will be encouraged to recognise God as the source of all truth and evaluate all knowledge, concepts and standards against His revealed will;
2. that this world is out of harmony with God as a result of sin and humanity is in need of a Redeemer,
students will be encouraged to accept Christ as their personal Saviour and develop a continuing relationship with Him;
3. that all mankind were made in the image of God; endowed with intellect, emotion and the power of choice,
students will be encouraged to seek to develop a healthy balance of all their mental, physical and spiritual powers;
4. that God has a supreme claim on our lives and that our greatest achievements should reflect His ideal,
students will be encouraged to strive to develop all of their abilities to their highest level;
5. that the enjoyment of an abundant life is realised in the acceptance of God’s laws and values,
students will be encouraged to develop and apply Christian values to their life choices and behaviour;
6. in God as the source of all true goodness and beauty,
students will be encouraged to appreciate and protect the natural world which God has so bountifully provided;
7. that human creativity is a gift from God,
students will be encouraged in that creativity which glorifies God and brings peace and blessing to others;
8. that Christ has given us a commission to share the gospel with all mankind,
students will be encouraged to make a commitment to a life of unselfish service that will communicate God’s love to others;
9. that true self respect is found in the recognition of the value God places on each one of His children,
students will be encouraged to respect all others without bias or prejudice;
10. that God has instituted a plan of salvation for mankind,
students will be encouraged to appreciate how they fit into this plan as God’s sons and daughters through their historical Christian Seventh-day Adventist heritage,
11. that a religion is to be lived in a practical way,
students will be encouraged to internalise and apply Seventh-day Adventist beliefs in ethical choices, social behaviour, and lifestyle priorities,
12. that religious faith has a strong component of commitment to a cause,
students will be encouraged to enter Church employment to promote the worldwide task of the Church.
Appendix 2.1: JOB DESCRIPTIONS – PRIMARY PRINCIPAL
Position: Principal
Employer: _______________________________________
Institution: ___________________ Adventist Primary School
Location: _______________________________________
Revised: 30 June 2005
The focus of the _____________________ Adventist Primary School as a Christian institution is the holistic education of the young people of the church for the spreading of the Gospel of Jesus Christ in a spirit of dedicated service to the church and the wider community.
Position Summary:
The Role of the Principal is to:
Give direction, leadership and general supervision to the education program of the school, and to vision its future in a way that promotes the well being of the church.
Qualifications Required:
1. Must be a practicing baptised member of the Seventh-day Adventist Church with a strong commitment to its mission and lifestyle. This would incorporate an active relationship with Jesus Christ characterised by a deep desire for worship and service to God.
2. Hold current Seventh-day Adventist Church missionary credentials.
3. Have appropriate education tertiary qualifications
4. A sound working knowledge of the church and its operations.
5. Proven performance as a manager and team leader
6. Have an interest in, and aptitude for cross-cultural ministry.
Specific Responsibilities:
Adventist Ethos
1. Plan and develop a spiritual, academic, physical and social curriculum to meet the needs expressed in the mission of the school.
2. Promote spiritual growth among students and staff.
3. Promote unity of purpose among staff and students.
4. Ensure that the Adventist church’s health message is consistently taught and modelled in the school. This includes any food or drink sold within in the school.
School Finance and Facilities
5. Estimate budget needs in consultation with the assistant head teacher and staff and the mission treasurer and present the school budget to the board.
6. Operate the school within the budget as approved by the school board
7. Ensure that the physical plant of the school is maintained in such a manner that it correctly represents the Adventist mission of the school.
School Learning Program
8. At the beginning of each term thoroughly examine every teacher’s “scheme of work” and ensure that it is of a high standard, up-to-date and has clearly integrated the Adventist church’s faith in its learning program.
9. Liaise with government officers, curriculum advisers and examination personnel, etc, to see that the school meets the requirements of the government.
10. Seek ways of improving the quality and volume of support available to staff and students through resources, both library and classroom.
11. Notify the regional education director of any plans for changes to curriculum.
12. By regular classroom visits and interaction with teachers, ensure that teacher practices are professional.
School Promotion
13. Be responsible for the development of the school’s public relations.
14. Promote the mission of the school to parents and the community
15. Foster promotional visits by staff and students to local churches.
16. Encourage the students to think positively about the school and be proud to be part of it.
17. Promote Christian outreach within the school and the community
18. Preach at local churches as requested.
Personnel Management
19. Assign duties to staff and ensure that all duties are carried out in a professional manner.
20. Be responsible for the professional standards of staff.
21. Liaise with the regional education director and PNGUM educations directors and seek counsel on school management and staffing issues
22. Promote the professional development of staff and through regular staff development programs.
23. Develop and maintain a consistent, clear school discipline policy.
School Organisation and Governance
24. By his/her personal model in punctuality and application, be consistently visible in the school.
25. Serve as the first ranking officer of the institution and be the official representative of the school to Church departments, institutions and groups, accrediting bodies, government agencies and other organisations.
26. Serve as secretary of the board and administer its policies and directives.
27. Present to the school board the needs of the institution in terms of curriculum development, physical plant, teaching and administrative staff, equipment, support services and related programs.
28. Serve as an ex-officio member of all committees.
29. Ensure that copies of all official correspondence between the school and the government are promptly sent to the regional education director.
30. Ensure that the school is a safe place for students and staff and that occupational health and safety standards are regularly assessed and maintained.
31. Ensure that regular meetings of staff, HOD’s and other groups are held, and that meeting minutes are kept.
32. Ensure that all essential rosters are in place, and that administrative responsibilities and school policies are spelt out clearly.
33. Additional responsibilities as the regional education director or school board may authorise.
Duties:
Ensure that allocated duties are faithfully carried out by teachers.
Committee Membership
1. Regional Board of Education
2. School Board (Secretary)
3. Staff Meetings (Chairman)
4. Home and School Committee
5. Discipline Committee
Key Performance Indicators:
1. Consistently reflects the mission and values of the Church.
2. Competently meets the specifications of the Job Description.
3. Consistently demonstrates sound judgment in decision making.
4. Is respected by staff, students, and parents as a Christian professional
5. A growing and mission focused school
6. A high percentage of senior students seeking baptism
7. Excellent academic results
Terms and Conditions:
As per Teaching Service Commission wage schedule and entitlements and PNGUM Education Handbook.
Appointed by:
The PNGUM Central Staffing and the Teaching Services Commission of PNG
Employment Category:
Full-time
Performance appraisal:
Informal review after the initial 6 months then formal appraisal at 12 - 18 month intervals
Responsible to:
The Regional Board of Education through the Local Mission president and Regional education director
Employees responsible to you:
All School Staff
Authority Level is:
The school’s first ranking officer
Remuneration:
As per the Teaching Services Commission schedule
Personal Commitment:
Being employed by the Seventh-day Adventist Church requires personal commitment to its mission and lifestyle. The holder of this position will reflect in their personal and professional life the church’s Christian values, as referred to in the Education Handbook and the SPD Working Policy Book.
Accordingly the principal will:
1. Support by precept and example the principles and policies of the school and support the school at all times by emphasising the positive aspects and holding in confidence the difficulties
2. Exhibit Adventist standards of conduct at all times, eg. no gambling, no smoking, no drinking alcoholic beverages or chewing betel nut, no taking of illicit drugs and observe the seventh day of the week as the Sabbath - a day of worship
3. Recognise the authority of the Executive Committee of the Papua New Guinea Union Mission of the Seventh-day Adventist church as the employing agency and the Education Director as its appointed representative
Confirmation:
I ............................................................. accept and agree to carry out the duties to the best of my ability as outlined in this document.
Signed: ........................................................... Date: ......../.........../............
Witnessed: ...................................................... Date: ......../.........../............
Position: ......................................................... (Local Mission Officer)
Appendix 2.2: JOB DESCRIPTION SECONDARY PRINCIPAL
Position: Secondary Principal
Employer: _______________________________________
Institution: ___________________ Adventist Secondary School
Location: _______________________________________
Revised: 19 July 2005
The focus of the _____________________ Adventist Secondary School as a Christian institution is the holistic education of the young people of the church for the spreading of the Gospel of Jesus Christ in a spirit of dedicated service to the church and the wider community.
Position Summary:
The secondary school principal is nominated by Central Staffing Committee and appointed in conjunction with the Provincial Education Board. S/he will be a baptised and practicing member of the Seventh-day Adventist Church and will be a person of wide ranging abilities who can give effective spiritual, educational and administrative leadership to the school. S/he he will have the appropriate tertiary qualification and wide experience in educational leadership. S/he will be able to give direction, leadership and general supervision to the education program of the school, and to vision its future in a way that promotes the well being of the church. The principal answers directly to the school board and is advised the relevant Union/Local Mission Education Director.
Qualifications Required:
1. Must be a practicing baptised member of the Seventh-day Adventist Church with a strong commitment to its mission and lifestyle. This would incorporate an active relationship with Jesus Christ characterised by a deep desire for worship and service to God.
2. Hold current Seventh-day Adventist Church missionary credentials.
3. Have appropriate education tertiary qualifications
4. A sound working knowledge of the church and its operations.
5. Proven performance as a manager and team leader
6. Have an interest in, and aptitude for cross-cultural ministry.
Specific Responsibilities:
Adventist Ethos
1. Provide leadership in the religious activities of the school, support on a regular basis its spiritual program, especially worships, prayer meetings, church and Sabbath school classes.
2. Plan and develop a spiritual, academic, physical and social curriculum to meet the needs expressed in the mission of the school.
3. Promote spiritual growth among students and staff.
4. Promote unity of purpose among staff and students.
5. Elevate school tone, promote and maintain discipline and conduct, in keeping with Seventh-day Adventist Church standards.
6. Ensure that the Adventist church’s health message is consistently taught and modelled in the school. This includes any food or drink sold within in the school.
Finance and Facilities
7. Assist in the formulation of the school budget and operate the school within the approved budget, keeping the necessary accounts, authorising all purchases and rendering financial information and documentation to the board, the Adventist Church or other approved organisations as required
8. Ensure that the physical plant of the school is maintained in such a manner that it correctly represents the Adventist mission of the school.
Academic Program
9. Oversee the academic program of the school and ensure that each teacher gives adequate preparation to his/her work. Ensure that all teacher programs are up-to-date and that they have clearly integrated key elements of the Seventh-day Adventist faith within each learning program.
10. Liaise with government officers, curriculum advisers and examination personnel, etc, to see that the school meets the requirements of the government.
11. Seek ways of improving the quality and volume of support available to staff and students through resources, both library and classroom.
12. Notify the PNGUM education director of any plans for changes to curriculum.
13. By regular classroom visits and interaction with teachers, ensure that teacher practices are professional.
14. Ensure that at least twice each year reports are made to parents on the progress of students. At such times, where possible, consultation with parents should be arranged, seeking their co-operation and input for the benefit of the student
School Promotion
15. Provide leadership in recruiting students and promoting the school
16. Be responsible for the development of the school’s public relations.
17. Promote the mission of the school to parents and the community
18. Foster promotional visits by staff and students to local churches.
19. Ensure that at least twice each year reports are made to parents on the progress of students. At such times, where possible, consultation with parents should be arranged, seeking their co-operation and input for the benefit of the student
20. Encourage the students to think positively about the school and be proud to be part of it.
21. Promote Christian outreach within the school and the community
22. Preach at local churches as requested.
Personnel Management
23. Organise staff, assign responsibilities, making the best use of the skills and aptitudes of individual employees and invest each with commensurate authority
24. Ensure that all duties are carried out in a professional manner including the supervision of students before, during and after school hours.
25. Be responsible for the professional standards of staff.
26. Inform teachers of the care and discretion needed in counselling and inter personal relationships.
27. Liaise with the regional education director and PNGUM educations directors and seek counsel on school management and staffing issues.
28. Inform the School board and Union Education Director (secondary) of the staffing needs of the institution
29. Promote the professional development of staff and through regular staff development programs.
30. Ensure that all members of the staff have equal opportunity for professional development or to obtain in-service training
31. Develop and maintain a consistent, clear school discipline policy.
32. Conduct performance appraisals of all staff annually and at other times as directed by the school board and facilitate regular inspections by the education director and school inspector
School Organisation and Governance
33. By his/her personal model in punctuality and application, be consistently visible in the school.
34. Implement: Seventh-day Adventist denominational and where appropriate National Department of Education policies; directives and official actions of the school board; and provide the board with up-to-date reports of school progress and its needs.
35. Serve as the first ranking officer of the institution and be the official representative of the school to Church departments, institutions and groups, accrediting bodies, government agencies, other organisations and the general public.
36. Act as secretary of the school board, as such work in close cooperation with the chairperson and become the channel of communication between the board, staff members, parents and other stake holders.
37. Present to the school board the needs of the institution in terms of curriculum development, physical plant, teaching and administrative staff, equipment, support services and related programs.
38. Act as chairman of the Administration committee. Meetings of this committee should be scheduled no less than once every four weeks and minutes should be kept and presented to the school board each time it meets.
39. Serve as an ex-officio member of all committees.
40. In consultation with the school board, the Union/Regional Board of Education and the National Department of Education, develop the school’s master/strategic plan
41. Ensure that copies of all official correspondence between the school and the government are promptly sent to the PNGUM education director.
42. Maintain adequate records and supply academic, statistical and other reports as may be required; to the National Department of Education, the Adventist Church Education Department and other approved organisations
43. Plan and prepare school staff and student handbook documents in liaison with administrative personnel and the school board.
44. Ensure that the school is a safe place for students and staff and that occupational health and safety standards are regularly assessed and maintained.
45. Approve timetables, essential rosters, programs of work and all other school activities ensuring that adequate records kept and school policies are spelt out clearly.
46. Ensure that regular staff meetings,(ie HOD’s, teaching and ancillary staff) are held, and that a permanent record is kept of the business discussed and the decisions made.
47. Additional responsibilities as the PNGUM education director or school board may authorise.
Duties:
Ensure that allocated duties are faithfully carried out by teachers.
Committee Membership
1. PNGUM Executive Committee
2. PNGUM Board of Education
3. Regional Board of Education
4. School Board (Secretary)
5. Staff Meetings (Chairman)
6. Discipline Committee
Key Performance Indicators:
8. Consistently reflects the mission and values of the Church.
9. Competently meets the specifications of the Job Description.
10. Consistently demonstrates sound judgment in decision making.
11. Is respected by staff, students, and parents as a Christian professional
12. A growing and mission focused school
13. A high percentage of senior students seeking baptism
14. Excellent academic results
Terms and Conditions:
As per Teaching Service Commission wage schedule and entitlements and PNGUM Education Handbook.
Appointed by:
PNGUM Central Staffing and the Provincial Education Board
Employment Category:
Full-time
Performance appraisal:
Informal review after the initial 6 months then formal appraisal at 12 - 18 month intervals
Responsible to:
The PNGUM Board of Education through the Union president and Union education director
Employees responsible to you:
All School Staff
Authority Level is:
The school’s first ranking officer
Remuneration:
As per the Teaching Services Commission schedule
Personal Commitment:
Being employed by the Seventh-day Adventist Church requires personal commitment to its mission and lifestyle. The holder of this position will reflect in their personal and professional life the church’s Christian values, as referred to in the Education Handbook and the SPD Working Policy Book.
Accordingly the principal will:
4. Support by precept and example the principles and policies of the school and support the school at all times by emphasising the positive aspects and holding in confidence the difficulties
5. Exhibit Adventist standards of conduct at all times, eg. no gambling, no smoking, no drinking alcoholic beverages or chewing betel nut, no taking of illicit drugs and observe the seventh day of the week as the Sabbath - a day of worship
6. Recognise the authority of the Executive Committee of the Papua New Guinea Union Mission of the Seventh-day Adventist church as the employing agency and the Education Director as its appointed representative
Confirmation:
I ............................................................. accept and agree to carry out the duties to the best of my ability as outlined in this document.
Signed: ........................................................... Date: ......../.........../............
Witnessed: ...................................................... Date: ......../.........../............
Position: ......................................................... (Union Mission Officer)
Appendix 2.3: JOB DESCRIPTION
REGIONAL EDUCATION DIRECTOR
Position: Regional Education Director
Employer: _______________________________________
Region: _______________________________________
Revised: 19 July 2005
The focus of the Papua New Guinea Union Mission of the Seventh-day Adventist Church is the spreading of the Gospel of Jesus Christ, the spiritual nurture of its constituents and the professional management of the church, its organisation and facilities.
Position Summary:
The Role of the Regional Education Director is to develop and maintain a cohesive program of K-12 Education, involving school and other local mission/conference personnel and oversee the smooth effective operation and development of the education program of the church within the region. S/he will be responsible to the Union Board of Education and Union Education Directors as its representatives. The regional education director will work in the local mission/conference office and liaise with local mission/conference officers and report to the regional board of education. Regional directors will be expected to visit each school in their region at least two times per year and submit reports to the PNGUM education director and the regional board of management chairperson by the last Friday of every month. The regional education director will be secretary of the regional board of education. S/he will also be a member of the local mission/conference executive committee and all regional school boards.
Qualifications Required:
1. Must be a practicing baptised member of the Seventh-day Adventist Church with a strong commitment to its mission and lifestyle. This would incorporate an active relationship with Jesus Christ characterised by a deep desire for worship and service to God.
2. Hold current Seventh-day Adventist Church missionary credentials.
3. Have appropriate education tertiary qualifications
4. Have a comprehensive understanding of the Adventist education system
5. A sound knowledge of the Papua New Guinea education system
6. A sound working knowledge of the church and its operations.
7. A broad understanding of computing and the relevant applications
8. Proven performance as a manager and team leader
9. The ability to relate well to Adventist Church’s teachers, the Adventist community and government education agencies and non-government donor agencies.
Specific Responsibilities:
Vision
1. Encourage the concept of the spiritual nature of Adventist education within the mission
2. Actively promote Christian Education throughout the mission via district meetings, church visitations and preaching appointments.
3. Advise mission administrators on the short and long term needs of the education program and assist in planning future developments.
Personnel Management
4. Maintain a strong pastoral link with school staff.
5. Liaise closely with the union education director regarding the intra and iter mission employment and transfer of teachers.
6. By august each year prepare a report on the anticipated staffing needs of all mission schools for the next year and forward copies of these reports to the local mission office and to the union education director.
7. Communicate regularly with all prospective teaching graduates from PAU, Sonoma College and elsewhere who will be returning to mission employment or who could be suitably employed in schools with the mission.
8. Receive reports from school administrations regarding serious discipline matters, vandalism and theft, abuse and threats to school property and personnel, and to advise school administrations appropriate school responses to such issues.
9. Recommend to the mission administration on study programmes that would assist professional specific development of specific teachers.
10. Serve as an adviser and confidant to all teachers in the mission, particularly those who have sole charge schools and those who have to handle serious disciplinary matters.
Financial Management
11. Develop and administer the regional board of education approved budget.
12. Monitor closely all mission school finances, and in particular the efficient collection of school fees.
13. Work closely with school administration, school board and executive committee to ensure that school budgets adequately address school development and maintenance needs.
14. Promote through home and school committee, ways of increasing enrolments and financial viability of mission schools.
15. Actively assist the union education director in implementing specific education projects and other activities that occur from time to time.
16. Meet regularly with the Education Treasurer.
Curriculum
17. Ensure each school has sufficient curriculum resources for their teaching needs.
18. Assess and plan for in-service courses to meet the teaching needs of teachers.
19. Advise teachers of best practice teaching methods observed in other schools.
System Building
20. Act as a liaison officer between the union and local mission on education matters.
21. In cooperation with the union education director implement programmes initiated and/or approved at General Conference, Division or Union levels.
22. In consultation with the union and division education directors, organise appropriate conventions, seminars and in-service courses for the professional and spiritual development of teachers.
23. Visit each mission school twice a year to assist in their operation as effective Adventist schools, and in the professional development of all teachers in those schools.
24. Conduct biennial formal visits to all non-accredited mission schools.
25. Prepare brief reports on informal visits and comprehensive reports on formal visits to all mission schools, and forward copies of all reports to the union education director immediately after the visits.
26. Assist union education director with specific informal, formal and accreditation visits.
27. Follow through with principals on recommendations arising from division and union accreditation and union schools visits, and to report regularly to the union education director on progress made by schools in addressing these recommendations.
28. Assist school administration in the development of effective operating policies and procedures for each school.
29. At the commencement of the school year prepare and keep up -to-date records of all teachers employed in mission schools and forward copies of these staffing reports to the union education director.
30. Ensure that all mission schools follow correct SPD procedures in relation to proposed curriculum changes, additions and deletions to classes and changes in status to schools.
31. Advise the union education director on current government policies and on changes or imminent changes to current policies that might impact upon the operations of mission schools.
32. Forward promptly copies of results to the union education director for all mission schools that have entered students for government examinations.
33. Ensure that all mission schools prepare and forward to the mission office by December their proposed academic calendars for the coming year.
34. Forward promptly copies of schools academic calendars and minutes of school board and mission board of minutes to the union education director
35. Explore ways to attract appropriate government funding for projects and schools.
36. Keep schools informed on educational matters that initiate from the Government education office.
Terms and Conditions:
The terms and conditions shall be read in conjunctions with the PNGUM Education Handbook and the SPD Working Policy as amended from time to time.
Appointed by:
The PNGUM Central Staffing Committee
This is an appointed position. The term expires on the ___ /___ / 200___.
Employment Category:
Full-time
Performance appraisal:
Informal review after the initial 6 months then formal appraisal at 12 - 18 month intervals (Satisfactory performance appraisal results do not guarantee re-appointment).
Responsible to:
The Regional Board of Education through the Local Mission president and Regional education director
Employees responsible to you:
All School Staff
Authority Level is:
The school’s first ranking officer
Remuneration:
As per the PNGUM Wages Schedule as amended from time to time.
Personal Commitment:
Being employed by the Seventh-day Adventist Church requires personal commitment to its mission and lifestyle. The holder of this position will reflect in their personal and professional life the church’s Christian values, as referred to in the Education Handbook and the SPD Working Policy Book.
Confirmation:
I ............................................................. accept and agree to carry out the duties to the best of my ability as outlined in this document.
Signed: ........................................................... Date: ......../.........../............
Witnessed: ...................................................... Date: ......../.........../............
Position: ......................................................... (Union Mission Officer)
Appendix 3: RUNNING CHECKLIST FOR A QUALITY SCHOOL
Work through this checklist during the year. As each item is checked and completed initial it. Show this document to the Education Director at each of his visits and have him sign it as well.
| |2005 |2006 |2007 |2008 |2009 |2010 |
|A The Week Before School Begins |
|A set of teacher programs for every subject is held in a central place. | | | | | | |
|A set of teacher programs for each teacher is held in a central place. | | | | | | |
|A set of teacher programs for each year is held in a central place. | | | | | | |
|Each teacher program is based on syllabus documents. | | | | | | |
|Each teacher program is based on national education department requirements. | | | | | | |
|Each teacher program is consistent in format throughout the school. | | | | | | |
|Syllabus documents and state requirements, are in a central place, in a format | | | | | | |
|agreed on by the whole school. | | | | | | |
|A set of class and subject timetables has been drawn up for the year. | | | | | | |
|An overview of the curriculum is in the principal’s office. | | | | | | |
|A plan for supervising each teacher by the Principal or Deputy has been drawn up | | | | | | |
|and shared with the staff. | | | | | | |
|A school-wide procedure for assessing student work is in place. | | | | | | |
|The principal or deputy coordinates the school curriculum. | | | | | | |
|B School Organisation |
|Meetings are scheduled for the rest of the year for: | | | | | | |
|Staff meetings | | | | | | |
| | | | | | | |
|School administration team | | | | | | |
| | | | | | | |
|Academic committee (large school) | | | | | | |
| | | | | | | |
|Departmental meetings (large school | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|Rosters are in place for the year for: | | | | | | |
| | | | | | | |
| | | | | | | |
|Uniform check | | | | | | |
| | | | | | | |
|Roll marking and check | | | | | | |
| | | | | | | |
|Student work supervision | | | | | | |
| | | | | | | |
|Weekend duties | | | | | | |
| | | | | | | |
|Dining hall supervision | | | | | | |
| | | | | | | |
|Study period supervision | | | | | | |
| | | | | | | |
|Worship services | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|Policies are in place for: | | | | | | |
| | | | | | | |
|Discipline | | | | | | |
| | | | | | | |
| | | | | | | |
|Playground supervision | | | | | | |
| | | | | | | |
|Fee collection | | | | | | |
| | | | | | | |
|School finance and management | | | | | | |
| | | | | | | |
|Emergency procedures | | | | | | |
| | | | | | | |
|Pastoral care – counselling, helping | | | | | | |
| | | | | | | |
|School Board operation | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|Principal, Deputy and Registrar duties are clearly set out for | | | | | | |
| | | | | | | |
|staffing | | | | | | |
| | | | | | | |
|marketing | | | | | | |
| | | | | | | |
|public relations | | | | | | |
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|staff issues | | | | | | |
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|government liaison | | | | | | |
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|parents | | | | | | |
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|difficult student discipline | | | | | | |
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|timetable | | | | | | |
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|rosters | | | | | | |
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|discipline | | | | | | |
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|cover for staff absences | | | | | | |
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|school curriculum | | | | | | |
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|student leave | | | | | | |
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|work lines | | | | | | |
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|records and grades | | | | | | |
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|All special days are planned for the year: | | | | | | |
|Registration day | | | | | | |
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|Parent interview day | | | | | | |
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|Closing day or night | | | | | | |
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|Development days | | | | | | |
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|B After School Begins |
|The principal: | | | | | | |
|Spends up to 15 minutes each morning welcoming students and parents | | | | | | |
|Spend up to 30 minutes each afternoon farewelling students and parents | | | | | | |
|Checks school daily for safety and clean tidy appearance | | | | | | |
|Checks daily on teacher duties | | | | | | |
|Is on the school grounds walking around once a day | | | | | | |
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|C School Discipline |
|The Discipline Code | | | | | | |
|Is clearly and simply written | | | | | | |
|Is based on Christian principles | | | | | | |
|Leads from cause to effect | | | | | | |
|Has guidelines in place for dealing with | | | | | | |
|incidents and issues | | | | | | |
|Is supported by the school culture | | | | | | |
|D School and Community |
|There is regular communication with the community | | | | | | |
|There are reports of events to the parents and community. | | | | | | |
|There are good relations between the school and mission. | | | | | | |
|Teachers are involved voluntarily with the church and community | | | | | | |
|School Board meetings are held regularly | | | | | | |
| Parents are involved in the decision making of the school. | | | | | | |
| |
|E School Finances |
|The school has an effective strategy for collecting fees. | | | | | | |
|There is a timetable for checking fee payment. | | | | | | |
|F School Facilities |
|Grounds and buildings are clean, neat and well maintained | | | | | | |
|Ongoing basic maintenance is carried out. | | | | | | |
|Urgent maintenance is listed and being dealt with. | | | | | | |
|Grounds are neat, attractive and tidy. | | | | | | |
|Buildings are clean, painted and neat. | | | | | | |
|There are displays of student work and/or posters and charts on classroom walls. | | | | | | |
|There are no piles of unsorted junk in classrooms, libraries or offices. | | | | | | |
|Signs are attractive and display the school’s name and the Seventh-day Adventist | | | | | | |
|name clearly. | | | | | | |
| |
|G Teacher Practices | | | | | | |
|Teachers are professionals who: | | | | | | |
|Teach the Adventist world view | | | | | | |
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|Show care and concern for students | | | | | | |
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|Prepare class work thoroughly | | | | | | |
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|Assess student work regularly | | | | | | |
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|Creatively use learning resources | | | | | | |
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|Provide a stimulating learning environment | | | | | | |
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|Are involved in out of class activities | | | | | | |
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|Do assigned tasks responsibly | | | | | | |
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Appendix 4: OCCUPATIONAL SAFETY AND HEALTH RECORD
|Date Reported |Description of items |Priority |Date fixed |
| |requiring repairs or maintenance | | |
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|Priority Rating I = immediate 1M = within 1 month 6M = within 6 months |
Appendix 5: FIRE DRILL RECORD
Fire Drill Record
|Date of Drill |Time taken for complete |Comments for Improvements |
| |evacuation and roll check | |
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Appendix 6: SAMPLE POLICIES
Curriculum Delivery Policy
Rationale
Our creator God has called each person to a purpose. He has provided the gifts and talents, which enable individuals to minister in their calling. ______________________________ School determines to provide a balanced curriculum, which fulfils both our moral and legal obligations.
Guidelines
In accordance with National Department of Education Guideline, the ___________________________ School has a commitment to fostering student achievement through a broad and balanced curriculum based on the National Curriculum Statements and distinctive Seventh-day Adventist core beliefs.
This policy will be carried out through a School Scheme (curriculum implementation documentation incorporating local and Adventist Church philosophy as well as national curriculum goals) developed by the Principal and staff in accordance with other School policies.
3. Procedures to ensure the effective implementation of this policy will be contained in the schools “Planning & Assessment Documentation/Procedures” document.
4. The Principal, in collaboration with teaching staff, will be required to report annually to the Board of Governors.
Chairperson____________________ Date________________
Subject policies can be developed along the following lines:
• The Rationale seeks to describe within a Biblical framework,
o the reason behind the policy, i.e. why we need it.
For the Purposes the following questions could apply:
• What level do we want the students to work at?
• Where do we want the learning used?
• How do we want the subjects to connect to God?
For the Guidelines the following questions could help:
• In what context will the subject be taught?
• How often will this lesson take place?
• How will the teacher use the various parts within the subject?
• Describe the environment of learning?
• How will the subject be assessed?
Bible Delivery Policy
Rationale
God needs to be the core focus of Christian life. In Him we live and move and have our being. It is essential to develop within students a faith that permeates all areas of their life. Spiritual development thus needs to be integrated into all learning areas.
Purposes
Why are we teaching Bible?
1. To assist the children in developing a vibrant, meaningful and saving relationship with Jesus.
2. To assist in developing within students sound Seventh-day Adventist values.
3. To encourage students and the school community to express their faith in God, to worship God and to pray, seeking and obeying God’s will for their lives.
4. To develop the children’s knowledge of who God is, what He is like and of the contents of Scripture.
5. To provide the opportunity to be involved in witnessing and service projects in the community.
Guidelines
1. Bible will be given priority time in the school programme as a separate subject.
2. Prayer is an important aspect of the Christian life. Classes will start each day with prayer. Grace will be said before children leave for lunch. Times of prayer will also occur in the school day as the need arises.
3. Opportunities will be provided for students to privately and publicly accept Jesus into their lives as Saviour and Lord.
4. There will be a development, appropriate to the children’s level, in an understanding of the 28 fundamental beliefs of the Seventh-day Adventist Church, and an appreciation for and adherence to its beliefs and life style.
Chairperson ____________________ Date ______________
English Delivery Policy
Rationale
God has effectively communicated Himself to humanity in a number of different ways. As a God of love who desires response from His creation, He has provided for humanity to communicate in oral, written and visual forms with Himself and with each other. Learning to communicate helps children to think more clearly, and to communicate more effectively. Clear, expressive and effective communication assists in the child's successful participation within society. Proficiency in English is also deemed important due to the legal status of the English language within Papua New Guinea.
Purposes
1. Develop the ability to participate effectively in the communication process using oral, written and visual language forms.
2. Use to the best of their ability language in its many forms.
3. Develop an appreciation for God as the author of language and communication.
4. Develop an appreciation for the beauty of language in its various forms.
5. Identify and use socially, culturally and morally appropriate language forms.
Guidelines
1. How will language be developed?
Language skills are best developed within a relevant context.
2. How often will language take place?
Language experiences should occur daily.
3. Students should be provided with a wide range of experiences that will enable them to;
(a) How will they Speak courteously, audibly, with sensitivity and clarity, in the expression of thought and feeling.
(b) How will they Listen with attention, courtesy, thought, judgement and discrimination.
(c) How will they Write legibly, accurately, and courteously, in a manner suitable to the occasion for which they will want or need to write.
(d) How will they Read for enjoyment and instruction, being able to interpret and assess what they read.
(e) How will they Present language in oral, written and visual forms that respect social, cultural and moral conventions, while being aesthetically pleasing.
(f) How will they View with attention, courtesy, thought, judgement and discrimination.
5. It is vital to establish the essential skills needed to communicate effectively with others, and with God.
6. Describe the environment of learning.
Language needs to be learned in a nurturing and accepting environment.
Chairperson __________________ Date __________________
Strategic Planning, Self-Review & Community Reporting Policy
Rationale
God expects us as a school community, to be the very best we can possibly be. In order for the school to ensure ongoing improvement & development, it is vital to systematically review all areas of school operation, and in conjunction with this – to plan ahead in order to take the school to where it needs to be in the future. A vital link in this process is the reporting to and consulting with the school’s community.
Purposes
1. What will a plan enable us to do?
To ensure that a documented systematic process is in place to review school operation, strategically plan ahead, and to consult with and report to the school’s community.
2. Who needs to know?
Ensure that all members within the school community are clear on their role and function within this process.
Guidelines
1. How will the school develop its plan?
The ___________________________ School will develop and maintain effective strategic plans by;
• Following the annual cycle of community reporting and consultation as outlined in the procedures section of the management manual.
• Ensuring that the annually updated strategic plan includes specific goals, time frames and personnel responsible
• Ensuring that financial implications from the strategic plan are considered at budget planning time.
2. The ___________________________ School will develop and maintain an effective self-review programme by;
• Making time at each board meeting to review, or receive a report on the review, of the area designated for that school term.
• Ensuring there is an annual review of the self-review document each November, to coincide with the finalization of the strategic plan.
• Ensuring every board member is aware in advance of the areas of self-review coming up, that is part of their portfolio.
• Incorporating areas that are identified for needed change into the school’s strategic plans, or if immediate action is required, - to rectify at once.
• The regular reporting to the board, by the principal, on curriculum delivery and student achievement.
3. The ___________________________ will report effectively to students, parents and the school community by;
a. Following the annual cycle of community reporting and consultation as outlined in the procedures section of the management manual.
b. Maintaining the ongoing cycle of reporting to students and parents as outlined in the procedures section of the management manual.
Chairperson __________________ Date __________________
Personnel Management Policy
Rationale
The life of Jesus clearly portrays God’s love for all people and shows the value he places on each individual. The attitudes and actions of the Seventh-day Adventist School must demonstrate a commitment to following the example of Jesus as well as meeting the legislative and regulatory requirements on employment and personnel matters.
Guidelines
1. What will make this school a safe school to work in?
Safe Working Conditions, a Smoke-free and Betel-nut chewing free Environment:
• The Board of Governors is committed to providing safe working conditions and will maintain a School Safety Manual with procedures to be followed according to OSH requirements.
• The School will provide a smoke-free environment for students and staff
• The School will provide a betel-nut-chewing free environment for students and staff
• The Board of Governors is committed to fair and proper treatment of employees and will maintain procedures for dealing with grievances.
• A Sexual harassment policy and procedures will be maintained.
2. Equal Employment Opportunities
• EEO requirements will be adhered to at all times.
3. Staffing
• The Board of Governors will abide by the provisions of relevant employment awards and contracts
4. Appointments
How will staff be appointed?
• The Board of Governors is committed to nominating the most suitable person for any position with regard to relevant awards and the EEO requirements. Nominations made by secondary schools boards and regional boards of education will be passed on to the PNGUM Central Staffing Committee which after endorsing the nomination will recommend appointment through the regional education director to the relevant Provincial Education Board.
• In making nominations, the Board of Governors, Regional Education Board and Central Staffing Committee will follow the procedures as set out in the SDA Staffing Handbook.
• Police vetting will be carried out in accordance with the guidelines contained in the procedural section of the Management Manual.
6. Staff Leave
What types of leave are available and how are these accessed?
• Procedures for staff leave will be outlined in the school’s management manual
• The Board of Governors will approve leave according to relevant awards and contracts
• The Principal may grant discretionary leave for up to five working days
• Staff must apply to the Board of Governors for discretionary leave exceeding five working days
7. Performance Appraisal
How will staff performance by carried out?
• All staff will be appraised. Each person should be informally after the initial
6 months and then formally appraisal at 12 - 18 month intervals
8. Staff Development
How will staff be developed?
• The School is committed to providing effective staff development programmes
• The programmes will be organised by the Principal in collaboration with the staff
9. Complaints
How will complaints be handled?
• The School’s policy is designed to protect the interests of students, parents, teachers and governors. At each stage, the purpose is to resolve problems and it is expected that all parties will be prepared to follow the procedures.
• Procedures will be outlined in the school’s Management Manual.
• The procedures will be communicated on a regular basis to the school community, and will be made available immediately to anyone making a complaint.
10. Discipline
How will staff be disciplined?
• The Board of Governors will comply with all regulations and the provisions of awards when procedures related to discipline, competence and dismissal are necessary.
Chairperson __________________ Date __________________
Sexual Harassment Policy
Rationale
The school has the responsibility to ensure that everyone is treated in accordance with Christian principles. Sexual harassment of any type will not be tolerated.
Purposes
1. To fulfil legislative requirements.
2. To clarify the nature of sexual harassment.
3. To ensure a work environment where people will feel comfortable and be able to work free from sexual harassment of any kind.
4. To ensure adequate procedures for handling complaints.
Guidelines
1. Sexual harassment occurs;
a) Where a person in authority tries to use that position to take sexual advantage of a person. This may include implied or overt promises of future preferential treatment.
b) In sex-related jokes.
c) In unwanted, deliberate physical contact.
d) In offensive gestures, remarks, visual or written material.
2. If a person believes they are being sexually harassed, they should make it clear to the offender verbally or in writing that such behaviour is offensive and unacceptable.
3. If a person feels unable to confront the offender, they should seek contact with another person for advice and support.
4. The school will have in place an appropriate complaints procedure that will deal with allegations of harassment where the above fails to cause the offensive behaviour to cease.
5. Any procedures will have due consideration to any relevant employment contract.
6. Confidentiality will be maintained by all persons involved.
7. Where the principal is the alleged offender, the matter will be referred directly to the Chairperson of the Board of Governors.
Chairperson __________________ Date __________________
Finance Management Policy
Rationale
God expects us to use our resources wisely. It is expected that the school will have financial procedures in place in order to provide adequately for present and future needs.
Purposes
Why do we need it?
a) To ensure accountability for the control of school finances.
b) To report to all interested parties and present accounts for audit.
c) To ensure efficient use of funds.
Guidelines
What will the annual budget reflect?
1. The board will prepare an annual budget that will reflect the strategic plan, the school charter, and the general & specific aims of the school. This budget will be presented to the full board for approval.
2. Appropriate financial management procedures and practices will be followed.
3. Financial procedures will be outlined in the procedures section of the management manual.
What will be the financial procedures?
4. Accounts for payment summaries will be presented at each board meeting, along with a statement of financial position.
5. Each financial year a set of accounts will be prepared.
6. An auditor will be appointed for the school.
7. Books will be audited annually.
8. Parents will be reminded on a regular basis of their obligation to pay attendance dues to the proprietor.
How will fees be collected?
9. The board will seek the financial support parents through the voluntary contribution of activity fees.
10. A Home & School Association will be fostered to assist in raising additional funds.
11. All methods of obtaining funds will be in conformity to the special character of the school. Other procedures related to fundraising will be found in the procedures section of the management manual.
How will extra funds be generated?
12. While the Board of Trustees is opposed in principle to borrowing money, it will consider each proposal on its merits, provided it conforms to regulatory limitations.
13. Procedures relating to foreign fee paying students will be found in the procedures section of the management manual.
Chairperson____________________ Date___________________
Property Management Policy
Rationale
God has placed the school in a position of trust. This School accepts the responsibility of being careful and prudent stewards of the things God has entrusted to us. This includes meeting the legislative and regulatory obligations on asset management.
Purposes
Why do we need to manage the property?
1. To provide a safe working and learning environment.
2. To comply with legislation concerning occupational health and safety.
3. To facilitate appropriate long term maintenance of all property, plant and equipment.
4. To ensure ongoing preventative maintenance is provided for.
5. To ensure property projects are managed carefully and economically.
Guidelines
Where will maintenance finance come from?
• The annual budget will provide for ongoing maintenance to existing plant, equipment and property.
How will long term maintenance be developed?
• A long term maintenance plan will be in place that is regularly reviewed.
• Checklists will be maintained in order to assist with preventative maintenance.
• The board will receive a property report at each board meeting.
When and how will reports be carried out?
• The school will comply with all requirements for health and safety.
What place will health and safety have?
• A Project Management sheet will be filled out for any property projects which;
a) Involve developments outside the annual budget
b) Produce significant alternations to design or appearance
c) Create significant ongoing maintenance.
Chairperson____________________ Date_______________
Health & Safety Policy
Healthy lifestyle and practice is part of the Special Character of the Seventh-day Adventist School. Providing a safe and healthy environment for all School personnel and encouraging students to be responsible for their own behaviour, learning and attitudes - is an important aspect of this School.
The ________________________ School has a commitment to meeting the legislative and regulatory obligations in providing a safe physical and emotional environment.
Attendance
What needs to be done for Attendance Registers?
• The School is committed to meeting the requirements of the Education Act
• Teachers are required to follow the instructions for keeping Attendance Registers as found in the Education Handbook.
• All absences should be followed up and reported to the students and parent and the discipline committee to ensure that the trend does not continue.
Child Abuse and Safety
What will be done to reduce this?
• The School is committed to doing everything reasonable to protect the students. The Principal and staff will follow procedures developed for the reporting of suspected abuse
• Sexual harassment is totally unacceptable for students or employees. The School has a policy for dealing with this.
• In recognition of the fact that students have rights, staff will develop and follow procedures regarding search of students’ property and seizure of property that do not impinge on these rights.
Access to Students
Is this an issue?
• The School will comply with legal requirements
• Guidelines will be developed which outline access procedures for specific people, i.e. parents, guardians, caregivers, solicitors, and police.
• This School affirms the right of bona fide guardians and parents, whether or not they are domiciled with the student, access to appropriate School reports and interviews
Behaviour Management
What will be required of students behaviour?
On behalf of the parents, the School has high expectations of student behaviour and academic performance. Students who choose not to conform to those expectations must expect consequences. The procedures are set out in the management manuals procedure section.
Safety
What safety procedures will be established?
The Board of Governors will appoint a Safety Officer who will be responsible for following the procedures set out in the School Health and Safety documents, meeting with the Property Committee and reporting to the Board of Governors annually (or more frequently if necessary). It will be the Safety Officer’s responsibility to see that:
• Evacuation procedures are practised each term
• Hazards are identified and rectified
• Employees are conforming to safety requirements
• The School meets Civil Defence requirements
Pastoral Care
The School is committed to providing quality Pastoral Care for the students. The Board of Governors in consultation with the Local Mission/Conference will appoint a Chaplain who with the Principal and staff will be responsible for developing avenues and opportunities for students to consult and confide.
Education Outside the Classroom
The Board of Governors supports outdoor education and other educational based excursions. However all activities must follow procedures outlined in the relevant policy.
Chairperson____________________ Date_________________
Child Protection Policy
Rationale
Children in this school have the right to have their needs met in a safe environment.
Goals
1. To set up and maintain a safe environment for all children.
2. To provide teachers with information to assist them in identifying signs of abuse or neglect.
3. To minimise the risk for staff and other adults of false allegations.
4. To provide procedures for dealing with abuse.
5. To protect the children from physical, emotional and sexual abuse, and neglect while at school.
6. To give all people working with children at the school, guidelines and education regarding child abuse.
7. To provide students with appropriate strategies to keep themselves safe by making informed choices.
Guidelines
1. Child abuse can take the form of physical abuse, sexual abuse, emotional abuse, or neglect.
2. Teachers need to be receptive and sensitive to the children, providing an environment that encourages mutual trust between teachers and pupils.
3. The school should select and document appropriate agencies for dealing with abuse.
4. The "Keeping Ourselves Safe" programme should be part of the school's health curriculum, being taught bi-annually.
5. Develop a reporting procedure based on the National Protocol of the Ministry of Education, School Trustees Association and NZCYFS.
11. Staff will be involved in responding to needs and reporting, but not in (treating or counselling.
Procedures
Disclosure
1. Disclosure is to be met in a sympathetic, non-judgmental, and reassuring manner.
2. The adult who receives the initial disclosure must record verbatim the child's disclosure - especially with regard to the child's terminology. The staff should not question or interview the child, just allow them to tell their story.
3. Under no circumstances should a teacher or principal examine a child in cases of suspected child abuse.
4. When a disclosure is made, adults will follow the five steps as listed;
• Believe what the child has to say
• Tell the child you’re glad they told you
• Tell the child you’re sorry it happened
• Let the child know it’s not their fault
• Let the child know you’ll help
Reporting
• Inform Principal of disclosures, concerns and/or suspicions.
• If the allegations are against the principal, inform the Board of Trustees Chairperson.
• All cases must be taken seriously.
• If there are concerns or suspicions that are not reported, the reasons must be documented and signed by both the principal and the teacher concerned.
• All cases of disclosure by a child should be reported to the relevant authority.
• Reporting will be conducted without parental consent or knowledge if alleged perpetrator is a parent or caregiver.
• The student's parents or caregivers will be informed without undue delay.
• If the alleged abuser is a staff member the Chairperson of the Board of Governors must be advised immediately after it has been officially reported. The staff member will be stood down on paid leave while the complaint is being investigated.
• Strict confidentiality must be preserved and the names of all involved must be disclosed only to those who need to know at that time.
• No staff member should confront any person who has been accused of the child abuse.
• All actions taken by the Principal should be documented.
Interviews
1. If outside agencies are to interview students at school;
(a) parents/caregivers should be informed of the interview unless the student's welfare is likely to be threatened.
(b) to support the student, the Principal or an appropriate staff member will be available to attend the interview if appropriate.
2. Interviews should not be prolonged unnecessarily and should be conducted in a manner appropriate to the school setting and to the age of the student.
3. If the parents/caregivers are not present at the interview the principal must come to a clear understanding with the interviewer of the means by which the parents or caregiver will be informed.
Support
1. The principal must inform teachers involved of any developments in abuse cases which have been reported.
2. Where a staff member involved needs support, this will be sought from the agency involved.
Storage, Security & Disclosure of Personal Information
1. All documentation must be stored in a secure and confidential manner.
2. Disclosure to any existing or future staff will be made on an as-need basis.
Chairperson __________________ Date ____________________
Smoke and Betel Nut Free Policy
Rationale
To provide an environment that promotes the health and well-being of all its employees.
Goals
1. To protect the working environment of all employees of the _______________ ______________School.
1. To specify places where smoking and chewing betel nut are permitted.
Guidelines
1. All staff will be consulted regarding the school's smoke-free/betel-nut-free policy.
2. All buildings and play areas within the school limits are deemed to be non-smoking and non betel-nut chewing areas.
3. Smoking and betel-nut chewing areas are deemed to be those places outside the internal driveway or fenced area.
4. How will we deal with complaints?
Any complaints regarding the school's smoke-free Policy are to be directed in writing to the Chairperson of the Board of Trustees.
Chairperson_____________________ Date______________
Internet & Email Policy
Rationale
Students use the internet regularly as part of their education and recreation. It has become an important way in which we communicate with each other. The internet also offers access to unlimited information from across the world. Being aware of what a powerful education resource it is, our school accepts the responsibility to provide and promote experiences for students on the internet and e-mail. Realising that sin has even attempted to distort this form of communication, the school will endeavour to provide a safe physical and emotional environment during internet use.
Purpose
Why do we need this policy - both positive and negative
• To provide supervised access to the internet and e-mail.
• To encourage and enable students to explore libraries, databases, bulletin boards, and encyclopaedias in an educational and responsible manner.
• To allow children to explore and extend their knowledge in areas of personal interest.
Guidelines
• The principal, teachers and helpers are to be competent in the use and teaching of the programmes.
What level of competency?
• There will be supervision of children on the internet at all times.
What level of supervision?
• The school will use an internet provider that offers a daily updated cyber patrol service to screen out harmful material.
What filters will be used?
• All students using the internet must sign a User Agreement form, containing the list of list and guidelines they must abide by.
• There will be an ongoing evaluation of the provider’s services and prices, to ensure the school is getting value for money.
• Education will be provided to all students, appropriate to level, in order to assist them in keeping themselves safe on the internet.
• Permission will be gained from parents and student before any personal work or pictures are placed on the school web-site.
Chairperson ___________________ Date ____________________
Internet Rules & Guidelines
What will student and staff use the computers for?
• The computers are provided for students and staff/helpers to conduct research, follow up areas of interest, and to communicate with others. Students, staff/helpers are responsible for good behaviour on the school computers.
What will be on the permission form?
• The Permission Form must be signed before students can use the internet and e-mail.
• Users shall obey the schools standards of behaviour and shall honour the agreements they have signed.
• Reviews may be made to files and communications to make sure the systems are working correctly and that the users are using the systems responsibly.
What needs to be said about privacy?
• Users should not expect that files stored will always be private.
• The students and parent/guardian shall not hold the teachers/helpers or school liable for any materials retrieved from the internet.
What is not permitted?
• Sending or displaying offensive messages or pictures.
• Damaging computers, computer systems or networks.
• Violating copyright law.
• Trespassing in someone else’s folder, work or file.
• Intentionally wasting limited resources.
• Employing the computer system for commercial purposes.
• Students using the internet without the teacher in the room.
Consequences
What will be the consequences of misuse of the computers?
• For minor infringements, the situation will be discussed between the teacher and the student. The student’s computer use may be suspended temporarily. For more serious infringements, the student’s user agreement may be revoked and the student will not be allowed to use the school’s computers. Further disciplinary action may follow.
• Any inappropriate use by teachers, staff, helpers or others will be referred to the board of governors.
Student Agreement
I hereby agree to the conditions outlined above and pledge to abide by them to the best of my ability.
Name__________________________ Date __________________
Signature _______________________
Behaviour Management Policy
Rationale
One of the central tasks of the Hamilton Seventh-day Adventist Primary School is to develop Christlike behaviour that is displayed in all situations. This is viewed as a developmental partnership between school, home and community. Self control and Christian Discipleship is to be the ultimate objective of all discipline.
Purposes
1. Why do we need or want good behaviour?
To ensure that our school is a safe and enjoyable place where children can learn and take responsibility for their behaviour.
2. How will good behaviour be responded to?
To provide positive reinforcement for appropriate and commendable behaviour.
3. How will inappropriate behaviour be managed?
To examine and modify where necessary class programmes, environment, and management within the classroom or playground as an early step in solving inappropriate behaviour.
To provide appropriate deterrents to discourage children from inappropriate
behaviours and to develop the "habit" of doing what is right.
4. What role will parents have?
To involve parents in the process of modifying behaviour where appropriate.
5. How will teachers be supported?
To ensure that teaching staff have support in the implementation of discipline, both within their own classroom, and in the school at large.
6. What role will God/Holy Spirit have in this?
To recognise that all human beings have changes that need to be made within their lives and to encourage pupils to make use of the power that God offers, to change them "from the inside".
Guidelines
1. Students will be taught to have respect for:
a) God
b) Other people
c) Those in authority
d) Themselves
e) Property
2. Classroom Rules
How will the classroom be operated?
Each teacher will have a written set of guidelines for their classroom that include examples of positive reinforcements & appropriate deterrents. All teachers will:
a) use classroom discussion to assist in formulating and implementing the above.
b) communicate these expectations clearly
c) do their best to be consistent & fair at all times
d) have their written system checked by the principal
e) be willing to adopt consistent school-wide approaches as deemed necessary by the principal
Classroom management systems will include the student’s need to:
a) treat everyone with respect & kindness
b) work with sustained focus, without distracting those around
c) be willing to cheerfully take guidance and direction from the teacher
d) keep work materials and work area tidy & organized
e) use quiet voices whenever inside
f) move no faster than a normal walking speed whenever inside
g) demonstrate a willing politeness to listen to others, without disruptive calling out
h) wear the correct uniform
Classroom management systems should take into account the need for:
a) a warning, for minor misdemeanours – before children are given a “job”
b) useful work for “jobs” (e.g. sweeping, weeding) rather than unproductive tasks such as writing lines
c) communicating with parents regarding repeated unacceptable behaviours
3. Serious Misdemeanours
The following behaviours will be treated with a far greater degree of seriousness:
(a) Swearing, obscene or abusive language
(b) Lying, stealing or cheating
(c) Bullying behaviour in any of its forms
(d) Behaviour that could cause harm to others
(e) Disrespect, cheekiness, disobedience
(f) Vandalism to own or others' property.
These behaviours will;
a) incur a greater deterrent – such as a “super job”
b) be communicated to the parent/s
c) be documented in the school discipline book
d) lead to stand-downs and/or suspensions - in cases where the child demonstrates an unwillingness to “give-up” the behaviour
4. General School Requirements
Students will be expected to obey all other school rules. These include;
(a) Not leaving the school grounds without permission.
(b) Not bringing to school; chewing gum, fire works, radios/cassettes,
make-up, jewellery, and objects of potential harm such as knives, bows & arrows, or sling-shots.
(c) Normal walking speed only in the classroom, hall area or around corners(on the concrete path that goes around the back of the school).
(d) Demonstrating respect for own and others' property.
(e) Maintaining the neat and tidy appearance of the buildings and playground.
3. Additional Guidelines
It is acknowledged that:
(a) Praise and positive reinforcement will be an integral focus within the discipline programme of the school.
(b) Teachers have the right to expect and obtain standards of behaviour appropriate to everyone's needs.
(c) Teachers will deal with all minor misdemeanours within their own classroom.
(d) Students have the right to expect firm, fair and consistent treatment from their teachers.
(e) Teachers have the right to expect obedient, cheerful and respectful behaviour from their children.
(f) Students must be clear as to what is expected of them and of the results of non-compliance.
(g) The purpose of discipline is “redemptive”. It must aim to “reclaim” that person from wrong – and through God’s power to help them do what is right
What is the legislation for suspension and expulsion?
It must be noted that:
(a) Where discipline measures involve a stand-down, suspension and/or, exclusion, legislative regulations will be adhered to within the process.
(b) When deemed to be in the best interests of the school, certain major misdemeanour may be "fast tracked” through the sequence outlined in the sections above. This will be at the discretion of the principal so as to decrease the possibility of endangering the safety & wellbeing of any within the school.
(c) All major misdemeanours will be recorded in writing by the staff, along with the action that was taken.
(d) All staff, Board of Trustee Members, parents and pupils must be familiar with the discipline policy and procedures as outlined in the document.
(e) The carrying out of this policy and procedure must be based on the concept of "redemptive discipline" as opposed to punitive punishment.
(f) The staff must be aware of and sensitive to cultural issues that may be involved within the discipline process.
Chairperson____________________ Date_______________
Enrolment Policy
Rationale
Enrolment policies and procedures must ensure that:
• The student population is selected in keeping with the Special Character of ____________________________ School.
• Student numbers reflect the particular needs of each teacher & classroom.
Guidelines
• According to the Education Act 1983 no student shall be excluded on the basis of race, religious or political affiliation. However in SDA schools preference shall be given to those parents who have established a particular or general connection with the Seventh-day Adventist philosophy of the school.
• A particular connection with the Seventh-day Adventist philosophy of the school means that they hold membership with the Seventh-day Adventist Church.
• A general connection with the Seventh-day Adventist philosophy of the school means that the parent either has membership with a Christian Church other than the Seventh-day Adventist Church or that they are prepared to attest their Christian beliefs in writing. These families must be happy for their children to receive instruction according to the values and teachings of the SDA Church.
Application of Guidelines
Determining Preference Students
• All parents of students, who are able, will be required to attend an interview with the Principal or his nominee for the purpose of orientation for the parent/caregiver/student so that their preference can be determined. At this time Church affiliation will be established and the parent will be made aware of what Seventh-day Adventists believe if they are not Adventist themselves.
• The Board of Governors, which includes the Proprietors’ representatives, agree that the enrolment policy guidelines will be applied in the following manner unless an exception is agreed to by the Board of Governors and is endorsed by the Adventist Director of Education. The priorities shall be as follows:
o First priority will be given to students who have a particular connection with the school
o Second priority will be given to students who have a general connection with the school
• Siblings. In each of the above priorities siblings will be given an additional preference over non-siblings.
Reserved Places
• A number of places, to be determined by the Board of Governors and agreed to by the Director of Education, will be reserved for transient Adventist students who move into the area during the year particularly those who move as a result of their parents’ employment with Adventist related organizations.
Policy on Student Numbers at Each Year Level
• The policy of ____________________________ Seventh-day Adventist School is
Room 1 = 25
Room 2 = 25
Room 3 = 22
• These figures shall constitute the cut off points in each class bearing in mind that the Board of Governors has the right to reserve places for transient SDA’s and preference students at a level below these maximum class sizes. These figures shall be absolute maximums but it is not expected that these figures will be reached across the school because of the places being reserved.
Evaluation
• This policy is subject to amendment by vote at any time of the Board of Governors at which a majority of the Proprietors’ representatives are present. Amendments will make allowance for the changing and progressive character of ______________ Seventh-day Adventist School, the School Charter, the staff and the students in keeping with obligations to the Adventist church and the National Department of Education. Any amendment to the policy requires the endorsement of the Adventist Director of Education.
Chairperson __________________ Date ______________
Appendix 7: REGISTER OF PROFESSIONAL DEVELOPMENT
Register of Professional Development
|Year |School |
|Date |Teacher |Course Title |Course Level |Course Overview |Course Cost |Relief Teacher |
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Appendix 8: CLASSROOM OBSERVATIONS
1. Teaching
2. Classroom Environment
3. Children’s Bookwork
4. Planning
5. Evaluation Records
1. TEACHING
Teacher _______________ Class ___________ Date __________
Objectives Comments
Objectives for lesson are clear …………………………………..
Children aware of what objectives are …………………………………..
Objectives appropriate for children’s level …………………………………..
Objectives realistic and relevant …………………………………..
Motivation/Attention Maintenance
Children motivated by teacher to learn …………………………………..
Eye contact used …………………………………..
Children’s names used …………………………………..
Children involved in lesson …………………………………..
Children’s past experiences used …………………………………..
Eliminating distractions …………………………………..
Preventing divided attention situations …………………………………..
Instruction
Multiple examples used …………………………………..
The obvious is stressed …………………………………..
Concentration on key ideas …………………………………..
Consolidation carried out …………………………………..
Range of senses/materials used …………………………………..
Providing practise …………………………………..
Christian perspective is overt …………………………………..
Control/Feedback
Trouble spots identified …………………………………..
Effective control measures used …………………………………..
Using child’s name in interaction …………………………………..
Positive reinforcement …………………………………..
Giving feedback as soon as possible …………………………………..
Climate
Friendly relaxed work atmosphere …………………………………..
Children treated with kindness …………………………………..
Teacher models Christian virtues …………………………………..
Overall Comments
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………....
2. CLASSROOM ENVIRONMENT
Teacher _______________ Class ___________ Date __________
Displays Comments
Displays are theme centred …………………………………..
Theme message is obvious …………………………………..
Displays contain Christian emphasis …………………………………..
Displays carry a learning message …………………………………..
Children’s work is displayed …………………………………..
High amount of language written work displayed ………………………………..
Displays use a variety of media and art forms …………………………………..
Displays are eye catching and colourful …………………………………..
Organisation
Class resources are organised …………………………………..
Room appears tidy …………………………………..
Physical Conditions
Children’s desks are tidy …………………………………..
Children work at right size desks …………………………………..
Room is well ventilated …………………………………..
Room is at suitable temperature …………………………………..
Floor is free of unnecessary rubbish …………………………………..
Overall Comments
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….......
3. CHILDREN’S BOOKWORK
Teacher _______________ Class ___________ Date __________
Evidence of Teacher marking …………………………………..
Consistent setting out …………………………………..
Positive reinforcement for neat work …………………………………..
Unacceptable work re-written neatly …………………………………..
Children motivated to take pride in their work …………………………………..
Overall Comments
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PLANNING
Teacher _______________ Class ___________ Date ___/___/______
Documents
School Scheme
Present and complete. …………………………………..
Term Plans
All subjects completed …………………………………..
Planning matches scheme …………………………………..
Special character references are included …………………………………..
Term and week numbers listed …………………………………..
Balance of subject presentations …………………………………..
Unit Plans
Standard school format used …………………………………..
Special character statements present …………………………………..
Evidence of planned teaching to cover
special character statements …………………………………..
Daily/Weekly Plan book
Term no. / Week no. / Date …………………………………..
Details for daily teaching written up …………………………………..
Details tie in with Scheme, Term Plan and
Unit Plan. …………………………………..
Overall Comments
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………........……………………………………………………………………………………........................................................................................................................................................................................................................................................................................................................................................................................................
5. EVALUATION & RECORDS
Teacher _______________ Class ___________ Date __________
Comments
Attendance Register
Attendance register is filled in on a
daily basis. …………………………………..
All columns are filled in with the correct
information. …………………………………..
End of term/year tallies completed …………………………………..
Previous Term’s Records
Children’s assessments have been entered …………………………………..
All school wide assessments are updated
for the term. …………………………………..
Overall Comments
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….......……………………………………………………………………………………........……………………………………………………………………………………........……………………………………………………………………………………........……………………………………………………………………………………........……………………………………………………………………………………........……………………………………………………………………………………..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Appendix 9: E G WHITE – DISCIPLINE ADVICE
• Nagging produces discouragement and hopelessness. Force often breeds rebellion.
• School should be a place of refuge where faults are dealt with kindly.
• Do not resort to fault-finding. Flowers don’t bloom in a storm.
• The worst child may not be that way given wise discipline.
• Object of discipline is to teach the child self government
• Liberty and freedom only come within the Law of God.
• Sympathy not self pity. Life is tough and unforgiving.
• Do you wish to control others? First control yourself.
• Discipline in private, do not make a public example.
• Teach a child to obey by gentle, persistent effort
• Lead a child to see the wrongdoing themselves.
• Train a child to self-control by offering choices.
• Remember the golden rule when disciplining.
• Every person is able to choose what is right.
• Give the child opportunities to be trusted.
• A child’s mind is not to be dominated.
• Make obedience as easy as possible.
• Direct a child without undue control.
• Have a few rules well chosen.
• Each child is different.
Appendix 10: STAFF INDUCTION CHECKLIST - Teacher’s Copy.
Teacher’s Name __________________________ Date _________
|Key Information |Yes |No |
|I have access to the staff handbook | | |
|I have read and understood the staff handbook including: | | |
| The first aid arrangements for staff and students | | |
| The daily routine including lesson times | | |
| The role and location of key personnel | | |
| The rules regarding camps, excursions etc and relevant forms | | |
| The safety and health training and policies | | |
| The procedures for accessing buildings after hours | | |
| The requirements regarding keys and have received a key to my room | | |
| The behaviour management policy and how to get assistance | | |
| The arrangements for lunch and recess | | |
|I have been allocated a mentor staff member | | |
|The expectations of my job have been clearly explained to me | | |
|I have seen sample Programs of Work and Daybook | | |
|I understand the library and Teachers' Resources procedures | | |
|I understand the photocopier procedures | | |
|I understand the school computers procedures | | |
|I understand the budget information for the school | | |
Appendix 11: SAMPLE AGENDA
Members Present:
Welcome:
Devotional and Opening Prayer:
Apologies:
Minutes from last Meeting:
(After any corrections are made, vote to accept the minutes as true and accurate.)
Matters arising:
Brief Reports:
Principal
Finance
Property (Repairs and maintenance, planned developments)
Curriculum
Strategic Plan
General Business:
1
2
3
4
Closing Prayer: (Record the time of closing and date and time for next meeting)
Appendix 12: MEETING CHECKLIST
Tick the appropriate column (never, occasionally or often) to indicate your view as to the frequency of the following criteria in your recent meetings.
|Criteria |Never |Occasionally |Often |
|1 Did the meeting have an agenda? | | | |
|2. Was the agenda prepared before the meeting? | | | |
|3. If a staff meeting, were participants given an opportunity to contribute to the| | | |
|agenda? | | | |
|4. Was sufficient notice given? | | | |
|5. Was the physical setting comfortable? | | | |
|6. Did the meeting start on time? | | | |
|7. Was the purpose/objective made clear? | | | |
|8. Were all relevant people in attendance? | | | |
|9. Did the chair / leader ensure that no participants had been included | | | |
|unnecessarily? | | | |
|10. Did the meeting keep to the agenda? if no agenda was used, were the topics | | | |
|discussed relevant ? | | | |
|11. Was the chair / leader effective in facilitating the meeting and keeping | | | |
|control? | | | |
|12. Did the chair / leader summarise the decisions or outcomes during and at the | | | |
|end of the meeting? | | | |
|13. Was sufficient time allowed? | | | |
|14. Was the use of time monitored throughout the meeting? | | | |
|15. Were all participants given the opportunity to express their point of view? | | | |
|16. Was the responsibility for the meeting shared by all participants? | | | |
|17. Was the meeting free of interruptions and distractions? | | | |
|18. Were the outcomes appropriate? | | | |
|19. Were follow-up measures understood and agreed upon? | | | |
|20. Was a record kept of decisions taken/ outcomes and persons responsible? | | | |
|21. Did the meeting finish on time? Or, if a time was not agreed upon, did the | | | |
|meeting avoid going on too long? | | | |
Appendix 13:
ACCREDITATION MODULE
[pic]
Papua New Guinea
A Self Study for:
| |
Date: ____/____/____
Section 1: SCHOOL DETAILS
|Name of School | |
|The Principal | |
|Total Teaching staff FTE’s | |
|Number of non-SDA Teachers | |
|Total Non-teaching FTE’s | |
|Demographic details | |
| | |
|PNG Student roll |Current: | |Maximum: | |
|Non-preference roll |Current: | |Maximum: | |
| Adventist students | |
|Non-SDA students | |
| | |
| | |
|Number in major ethnic groups | |
| | |
| | |
|The main churches represented | |
|in your school | |
| | |
|Other information pertaining specifically to | |
|your school | |
| | |
| | |
| | |
Section 2: SELF STUDY COMMITTEE
Please list below the members of the Self Study Committee:
Name: Position:
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
______________________________ ______________________________
Section 3: PREVIOUS ACCREDITATION RECOMMENDATIONS
Please detail any Recommendations from the previous Accreditation that have not yet been completed (include reasons as appropriate)
Response:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Section 4: PROPERTY
Attachments Required:
Please have the following documents available for viewing by the Visiting Committee:
|The school’s Five year maintenance plan | |
|The property maintenance schedule and/or record book | |
|That portion of the School Handbook relating to financial obligations. | |
|Supplementary Deeds, Memorandums of Understanding or Agreement and revised site plans | |
|Provide any documentation reflecting school development plans over the next ten years which may reflect Proprietors | |
|interests | |
|Most recent Occupational Health & Safety – Risk Control Report from the relevant authority. | |
Response Items:
Please provide written responses to the following:
|Given that integrated land and school facilities are Proprietor property, and or its given responsibility, outline policies and |
|procedures that the schools Board of Management has operationalised to demonstrate effective stewardship. |
|Response: |
| |
| |
| |
|To what extent do the schools buildings, signage, displays and furnishings reflect the ‘Special Character’? |
|Response: |
| |
| |
|Outline the policies, procedures and publications used to inform parents of their legal responsibilities to pay attendance dues. |
|Response: |
| |
| |
|Outline progress made in achieving any outstanding risk control recommendations from the last report. |
|Response: |
| |
| |
Section 5: SPECIAL CHARACTER
Attachments Required:
Please have the following documents available for viewing by the Visiting Committee:
|The school Charter and Mission Statement | |
|PNG SDA Schools Policies and Procedures Handbook | |
|School Handbook | |
|Job Descriptions | |
|Appraisal system documentation | |
|Enrolment Policies (include enrolment scheme if applicable) | |
|School Curriculum Policies | |
|Teaching programs as requested | |
|Spiritual Development Plan/Document | |
|The current Provincial Education Department report on the school | |
|Registration documents and qualifications of all teachers | |
Response Items:
Please provide written responses to the following:
|Outline the ways in which the school’s performance management system supports the maintenance of the special character. |
|Response: |
| |
| |
| |
|How does the school Board of Management maintain the integrity of the church code and the relationship of all teachers to the |
|church’s official philosophy and identity statement. |
|Response: |
| |
| |
| |
|Document the extent to which teachers are involved in ongoing professional development as it relates to Special Character. |
|Response: |
| |
| |
| |
|Document the extent to which teachers participate in activities relating to denominational practice (eg church activities, Camp |
|programs etc) |
|Response: |
| |
| |
| |
|Provide evidence that all curriculum documentation demonstrate: |
|Familiarity and compliance with NDOE and SPD curriculum requirements |
|The extent to which the school mission and Adventist philosophy and objectives outlined in the School Charter flow into the whole |
|school yearly program and individual unit plans. |
|Response: |
| |
| |
| |
|Provide a school calendar which demonstrate that students willingly and actively participate in extra activities and practices which |
|are part of the Seventh-day Adventist Character of the school. e.g. Spiritual emphasis weeks, church visitations, school and class |
|worships, prayer, retreats and other religious practices. |
|Response: |
| |
| |
| |
|What suggestions do your school staff and Board of Management have to make the role of the Proprietors more effective? |
|Response: |
| |
| |
| |
|Provide an opportunity during the Accreditation visit for the team members to interview a selection of students. |
|Response: |
| |
| |
| |
Section 6: SELF STUDY CRITERIA STATEMENTS
Please rate the degree to which each criterion statement describes efforts to maintain your school’s special character.
| | |Excellent |
| |CRITERIA DESCRIPTION |Good |
| | |Adequate |
| | |Marginal |
| | |Inadequate |
| |The school’s buildings, signage, furnishings and displays reflect the Special Character. | |
| |The Board has developed a funded 5 year maintenance plan and are meeting their obligations as per | |
| |the property maintenance schedule agreement with the Proprietor | |
| |The Board have adequate policies and procedures in place for the collection of attendance dues. | |
| |The Board/Principal actively promotes and supports the Proprietor Special Character | |
| |contribution/offering. | |
| |Classroom environments reflect the fact that this is a Seventh-day Adventist school, e.g. through | |
| |up-do-date pictures, displays (including students’ work), and notices and Seventh-day | |
| |Adventist/Christian activities, functions, celebrations, gatherings. | |
| |The school’s Special Character features are built into Performance Management Systems, i.e. staff | |
| |job descriptions, principal’s job description, annual performance agreements. | |
| |All teachers fulfil their role in the maintenance of Special Character, as outlined in the church | |
| |Philosophy and Identity statement. And further, provide Special Character role models. | |
| |Students are aware of the essential characteristics of a Seventh-day Adventist school and know and | |
| |understand what is different compared with the character of other schools? | |
| |In their attitude to each other and to teachers and other adults, including visitors, students act | |
| |in accordance with Christian values and standards of behaviour by showing, for example, courtesy, | |
| |honesty, integrity, civility, reliability, compassion, respect and consideration for others. | |
| |Students willingly and actively participate in activities and practices which are part of the | |
| |Seventh-day Adventist character of the school. | |
| |Elements of the Special Character such as faith, moral and spiritual values are visible and | |
| |influential in the curriculum. | |
| |Teaching/learning programs across the curriculum show evidence of being constructed and delivered | |
| |within the spirit and framework of the Special Character. | |
| |The Principal/Board of Management seeks teacher training/ professional development in Special | |
| |Character curriculum development and delivery. | |
| |The Board provide a copy to the Proprietor via the National Education Director of any specialised | |
| |curriculum, i.e. Health Curriculum, prior to implementation. | |
| |The school’s Strategic Plan manifests an understanding that the Special Character, is integral to | |
| |everything that happens in the school and its community. | |
| |The Board have a School Charter which has been compiled in consultation with the Proprietor. | |
| |All school policies and procedures reflect the integration of the Special Character with the | |
| |matters they cover. | |
| |The Board receives regular special character reports from the Proprietor representatives and | |
| |considers issues arising. | |
| |The Board make specific and adequate financial provision for professional and personal development | |
| |in respect of the Special Character, especially in the area of Religious Education. | |
| |All teaching positions advertised through the National SDA Schools Office as well as through the | |
| |Education Gazette. | |
| |The school’s Special Character features built into the Principal’s Job Description and Performance | |
| |Review. | |
| |The Board/Principal consulted with the Proprietors regarding the development of the Enrolment | |
| |Policy. | |
| |The Board/Principal had developed an internet policy to safeguard student usage. | |
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The Three Golden Rules of Daily Planning
1. Make a list of things to do today
2. Number the five most important
3. Work on these five first.
4. Now select the next 5.
5. Work on these and repeat steps 3 & 4
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