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first-time principals
Support handbook for first-time principals
You will continue to learn as you reflect on the strategies and challenges that will
characterise and shape your role as principal. This will allow you to continue to
adapt, change and grow as leader.
The purpose of this booklet is to provide support and answers to some of the questions
you may have in your early days as principal.
I wish you well as you begin this journey of leading and managing a NSW public
school.
Robert Randall
Director, Professional Support and Curriculum
Acknowledgements
This handbook for first-time principals was developed (1996) and revised (1997) by
Gai McMurtrie, Principal, Copacabana Public School, with support from the
Principals’ Induction Reference Group. It is revised annually by members of the
Educational Leadership Unit. Materials by Don Nordenheimer, Principal, Edmonton
Public School, Alberta, Canada and the NSW Department of Education and Training
are also hereby acknowledged.
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Table of contents
Page
Chapter 8 Finance 40
Chapter 9 Communication 43
Appendices 56
Reading list 67
Internet sites 68
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Chapter 1
Prior to entry on duty as principal
Try to visit your new school before you enter on duty. You’ll learn a lot, especially if you have a
chance to meet the outgoing principal.
Site visit
Good luck in your new job:
* Congratulations!
* Keep healthy!
* Enjoy your new role!
On your visit to the school you should consider the following topics for discussion
with the outgoing principal or relieving/acting principal if possible. If this person is
not available then consider discussing the issues with the District Superintendent.
• Any contentious issues such as industrial issues, unresolved conflicts,
properties issues, student issues and issues related to staff (e.g. efficiency).
• Ongoing planning issues.
• Financial considerations.
• Priorities for the year.
• Introduction to parent organisation president and school council
president.
Access to documents
The following documents could help you become familiar with your new school.
At some stage request the following:
Staffing entitlement
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Staff handbook
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Handover
Starting any new job can be daunting:
* These checklists might help.
* Don’t worry if you don’t find out the answers to all of these questions.
As the incoming principal you will need to attend to the following significant
procedures as part of the handover process.
Procedures Points or actions to consider
Keys Who has them?
Where are they located?
How do you get them?
Where is the key cabinet?
Where is the key register?
Security Is there a security system?
Are any buildings not on the security system?
Who monitors the security system and what is the contact
number?
Where are the alarm panels?
What are the codes?
Who has the code?
Contact security company with your contact name and number.
Contact local police as the new key holder?
Is there a safe? What is the combination?
School accounts What accounts (investments)?
Which branch?
Account numbers?
Get the latest statements if possible
Who are the signatories to the accounts?
Add your signature and remove predecessor’s
Communication Access to vacation mail for HSC results (secondary/central
schools only)
Email address (password to use computer)
Fax/phone numbers of school
Answering machine
School mobile phone number
Staffing Who is your Department of Education and Training staffing
contact?
What is their phone/fax number at Blacktown or district
office?
Are there any staff movements pending?
Teacher housing Address, location of keys, telephone number
Water, electricity, gas
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• Access your new office and familiarise yourself with the telephone system, the
daily routines and school procedures.
• Meet the senior school assistant and discuss current office procedures and roles.
• Personalise your desk and office to suit the way you like to work.
• Prepare a draft version of your first message to parents for the newsletter.
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Chapter 2
Staff profile
Get to know the staff:
* Find a recent staff photo to learn everyone’s name.
* Try to spend recess and lunch breaks with the staff.
Try to spend as much time as possible getting to know the staff at your new school.
Hopefully this checklist may help you interpret your school’s staffing.
The anticipated student enrolment document is equally as vital to assist with staffing
at the beginning of the year. You will have to consider how you will ensure accurate
student enrolment numbers to complete the actual student enrolment return due in
the first two weeks of the year. These student numbers will affect your staffing
entitlement.
Another helpful document is the OASIS print-out of the staff list which indicates
staff names, contact phone numbers and staff category.
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Types of staffing
In the school you may have some or all of the following staff. Some questions for
your consideration are included with each category of staff.
Support staff
• School administrative support staff. What is the allocation?
• General assistant. What is the allocation?
• School counsellor. What is the procedure for referrals?
School counsellor:
Phone number:
• Home school liaison. Who monitors the class rolls?
Home school liaison officer:
Phone number:
• Support teacher learning. Is there a learning support team?
• Release from face-to-face teacher
• Teacher-librarian
• English as a second language teacher
• Reading recovery teacher
• Community language teacher
• Integration/teachers aides
• Aboriginal education aides
• Itinerant support teachers behaviour, speech, hearing, sight. Are any of
these people located in your school?
Casual teaching staff
• Where is the current contact list of casual teachers. What are their
interests?
• What is the policy for engaging casuals? Who contacts casuals?
• Are there any supply casual agreements already made for the coming
year? Contact the Casual salaries section in Blacktown State Office on
131074 for more information.
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Part-time staff
• Are there any current or imminent leave arrangements?
• Are any staff permanent part-time? What are the arrangements?
• Are any staff on maternity leave? When are they scheduled to return to
work?
• Are any staff on part-time leave without pay?
Cleaning contractor and staff
• Cleaning specifications. What are the specifications?
• Cleaning contract/arrangements. Who is the cleaner/contractor?
Contact person:
Phone number:
Scripture teachers
• Scripture roster arrangements. Who organises the roster? What are the
supervision arrangements for non-attenders?
Buses
• Bus duty staff arrangements. Who organises the bus duty roster?
Bus company contact person:
Phone number:
Canteen
• Canteen supervisor arrangements
• Parent, school or privately operated canteen?
Canteen contact person:
Phone number:
Other staff
• Paraprofessional staff
• District staff based at school
• Student teachers
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Teachers handbook
Information related to staff can be located in the Teachers Handbook under the
following headings:
• General Conditions of Employment
• Casual Teachers
• Staff Welfare
• Leave Provisions
• Legal and Professional Responsibilities of Teachers
• Permanent Part-Time Employment
• Salary - Allowances
• Separation from the Service
• Superannuation.
Industrial Relations Services
Industrial Relations Services is comprised of Industrial Awards and Conditions Unit
and the Staff Efficiency and Conduct Unit. The two units report to Mr Paul Irving,
General Manager of Personnel.
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The Staff Efficiency and Conduct Unit plays a vital role in matters relating to
misconduct including criminal matters. When an allegation of misconduct comes to
your attention, you must notify your District Superintendent. When an allegaion of
misconduct of a sexual nature or an allegation of physical or emotional abuse comes
to your attention, you are required to notify the Child Protection Investigation Unit
or Directorate, DOCS and your District Superintendent, as per the DET child
protection procedures.
Please note that as of 7 May 1999 the NSW Ombudsman has the role of overseeing
and monitoring investigations into allegations of child abuse made against employees
of the Department as outlined in the Ombudsman Amendment (Child Protection and
Community Services) Act 1998. The Ombudsman is required to determine whether
an investigation has been monitored or conducted properly and whether appropriate
action has been taken as a result of the investigation.
The Ombudsman’s Office may decide to undertake its own investigation into the
matter.
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Chapter 3
Student profile
Get to know the students:
* Visit the classrooms.
* Go to assemblies.
* Spend some time in the playground.
An important document which establishes the student enrolment at your school is
the anticipated enrolment report sent from staffing in Blacktown. This report will
give you numbers only, so you will need to find the answers to the following questions
to discover more about the students at your new school.
Student profile
• Are there any students who identify as an Aboriginal and Torres Strait
Islander?
• Children with special needs/disabilities. Are there any students with
special needs? Do they receive support within the school? Do children
with learning disabilities receive support? Are any students receiving
integration support?
• Full fee paying students. Are there any full-fee paying students from
overseas?
• Gifted and talented students. Are there any students who are accelerated
in any subjects?
• New arrivals. Have any students recently arrived in Australia?
• Non-English speaking background (NESB) students. Are there any
NESB students? Do they receive support from an ESL teacher?
• Out of area placement of students. Are any students enrolled from out-
of-area? Where are the boundaries? Where are the maps?
• Have any students been identified as at risk? Talk with the school
counsellor about any confidential issues to do with students and their
families.
• Student lists. If classes have already been formed then class lists can be
obtained through an OASIS report, Roll Class List. Another useful report
is Students in Year.
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Chapter 4
Community profile
You only get one chance at a first impression:
* Listen with both ears.
* Keep an open door.
* Be visible in the community.
Everyone in the community will be keen to meet the “new principal”. It is important
to meet with the key parent and community leaders as soon as possible. You’ll learn
a lot about the community informally “at the school gate” and formally by attending
meetings.
As well, you may have other committees operating in your school. These committees
may operate under the auspice of the school, the parent organisation or a community
group.
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You are ex-officio to any committee in operation in your school, however the
responsibility for the oversight and operation of any parent or community-based
committee rests with the organisation that established them.
Information such as fund raising plans, canteen mark up schedules, etc. should in
the first instance be sought from the organisation responsible for convening the
committees.
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Feeder Names/contacts
preschool
Feeder Names/contacts
preschool
Feeder Names/contacts
high/primary
school
Feeder Names/contacts
high/primary
school
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Specialist Names/contacts
education
facilities
Specialist Names/contacts
education
facilities
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These objects and functions are included in the standard and prescribed
constitutions for both incorporated and unincorporated association.
The principal is ex-officio to the P&C or school community organisations
including and any subcommittees.
Ex-officio means “by virtue of the office”. It confers full membership status:
that is, the right to vote, move and second motions and to speak in debate. The
principal is the only member of the association not required to pay a membership
fee.
The role of the principal is addressed in the Department of Education and
Training’s February 1998 Memorandum to Principals, The Partnership Between
Schools and Established Parent Bodies.
The P&C and school community organisations are advisory bodies. They may
make suggestions and voice opinions on any matter pertaining to the school.
Their constitutions prohibit them from interfering in the day-to-day
management of the school.
There is, however, no parliamentary privilege, so P&C and school community
organisations should not discuss individual teachers, students, fellow parents
or association members as defamation laws can apply.
P&C and school community organisations have total control of their finances.
The organisations operate their own bank accounts and are responsible for
their own accounting procedures and audit.
Global budgeting is a school process and does not impact on the school parent
organisation’s accounts.
Parent organisations are not obliged to meet school budget estimates. The
voluntary nature of the fund raising activity means that they should best be
described in the global budget as “possible donations” rather than “expected
donations”.
The principal’s role in the P&C and school community organisations is one of
support, information, explanation, cooperation and authority.
It will grow and become strong if it is based on mutual respect and an
understanding of the different perspective that parents can bring to the schooling
experience.
If you are in any doubt or need further information contact the Federation of
P&C Associations NSW on 02 9360 2481.
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Fire Name/contact
Police Name/contact
DOCS Name/contact
Doctor Name/contact
Neighbourhood Name/contact
and/or rural watch
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Chapter 5
School organisation
Start with the checklist below:
* Let’s get organised.
* Ask for help.
* What are the procedures in place?
Before we delve into the practicalities of school organisation it is well worth reflecting
on the immortal words of Douglas Adams, “Don’t panic”. While this document may
not be the Hitchhikers Guide to the Galaxy it does contain vital information for you
as the principal in a new environment.
A quick checklist
You will probably find that the types of organisation listed below have been developed
and put in place by the previous principal. The list that follows is only intended as a
quick checklist. Remember that these items may be found as an individual document
or as parts of a number of other documents.
Timetables
Curriculum structure
Period allocations
Teacher/class allocation
KLA coordinators
Yearly calendar/diary
Committees (structure/membership/function)
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How does your new school deal with the following issues?
Some of these issues may be dealt with by Departmental policies.
Look for more information about policies in Chapter 6.
Schools tend to be highly organised establishments that function effectively through
clearly defined and articulated practices and procedures.
• Administration of • Budgeting
medication to students • Casual teachers
• Absences of staff • Child assault (sexual)
• Absences of students notification
• Accidents to staff • Class rolls and attendance
• Accidents to students • Classroom helpers
• Annual calendar • Committees
• Assemblies • Consultative processes
• Badges • Counsellor referrals
• Banking school funds • Circulation of written
• Benchmarking student materials
progress • Critical incidents
• Behaviour referrals • Departmental returns
• Bicycles • Duty of care
• Book clubs • End of day
• Book week • End of term
• Borrowing school • Enrolment of students
equipment • Equipment register
• Breakages and minor • Equipment repair
repairs (to fixtures)
• Excursions
• Breakages to electrical
equipment • Farewells (Years 6, 10 and
12, staff )
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Chapter 6
Policies and planning documents
Look for the planning documents:
* Where are they?
* Find out what is planned for this year.
* Is there a calendar of important dates.
All schools have a range of planning documents plus working papers, background
papers and documents that provide information to assist with planning on a school-
wide basis and a student by student basis. It is imperative that you trace this
documentation as it will provide background to what is happening and what is planned
to happen in your school.
Log on to OASIS in the normal way, at the initial screen of the OASIS menu select
E1 School Information.
G1 Enter Data
Name of Policy
Source
Arrival Date
Location
Action Date
Complete
G2 Relevance Search
G3 Circulation Search
G4 Keyword Search
G5 Action Search
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Important documents
Can you locate these important documents?
Student profiles
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School policies
Where a school policy does not exist then the Departmental policy or State legislation will be the
guiding document.
Documentation in the form of policies will be found in the school. These policies
may be in a number of forms and could be sections of other school documents.
These policies provide the framework of reference for decision making and action
within the school. Policies are a reference for staff and community on the expectations
and actions of the school. Most school policies are based on either departmental
policy or state legislation. The relevant departmental policies or state legislation should
provide the basis for school policy.
KLA policies
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Accidents to students
Asthma
Attendance
Child protection
Code of conduct
Discipline
Drug education
Emergencies
Excursions
HIV AIDS
Homework
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Human sexuality
Infectious diseases
Immunisation
Non-violence in school
Peer support
Playground rules
Playground duties
Prejudice/racism
School rules
Street sense
Student awards
Suspension/exclusion/expulsion
SunSmart
Weapons in schools
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Register Location
Register of suspensions/exclusions/expulsions
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Chapter 7
Grounds, buildings and equipment
Find out as much as you can about:
* grounds
* buildings
* equipment.
As the principal you will need to have a detailed knowledge of your school and all
that it contains. Try to find the answers to the following questions about the grounds,
buildings and equipment in your new school.
You could begin by becoming familiar with the documents, School Building
Maintenance Guidelines and School Asset Management Guidelines. These contain
information related to grounds, buildings and equipment. Your general assistant
could assist you. Locate the data capture plan for your school. It’s a large document
(approximately 50 cm x 30 cm). This contains specific information about your school.
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Equipment
• Is the assets register up-to-date?
• When was the last stocktake completed?
• Is there a library stocktake?
• How safe is the playground equipment in the school?
• Is all equipment engraved or clearly marked?
• Where are the warranties and manuals for equipment kept?
• Are there any lease agreements covering equipment?
• How are stores issued to staff members?
• Is there a sound system or public address (PA) system across the school?
• How is the PA used?
• Is there an asset replacement plan?
• Does the school have a mobile phone?
• What is the OASIS password for the principal?
• What is the Internet password and address?
• Where are the backup discs for last year’s annual financial statement
(AFS)?
• What arrangements are made for storage of equipment during school
vacations?
• Where is the equipment loans book? Is it up-to-date?
• Where are the keys? Who has keys? Locate the key register.
School’s responsibilities
The following list identifies the areas of maintenance that are the school’s responsibility.
Other items will be the responsibility of the Contractor or the Department.
Maintenance of these items is not included in the Contract and so must be paid for
from the school’s own funds:
• damage due to vandalism during school hours
• blinds and curtains
• flyscreens
• internal and external signage (statutory signage, e.g. safety labels are
contractor’s responsibility)
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• electronic scoreboards
• portable or hand-held electrical equipment and wiring to it
• plug-in appliances, e.g. audiovisual equipment
• stage spotlights and lamps
• padlocks
• keys.
These items will be inspected during the Contractor’s annual condition
assessment. If any of the items are in a substandard condition the Contractor
will let you know. They won’t investigate or report on their condition unless
you specifically direct them to do so, and agree to pay for this service.
General exclusions
• sheds and lightweight prefabricated roofed structures which are not shown
on the plans, e.g. covered outdoor learning areas, tools sheds or tractor
sheds
note: covered walkways are included in the Contract whether shown on the plans or not
• fabric-covered shade shelters
• shipping containers
• railway carriages
• dental clinics
• day care or preschool buildings
note: DET-operated preschools are included in the Contract
• farm outbuildings, e.g. sheds
• staff residences.
Specific exclusions
The district properties officer will clarify with you whether any of your buildings or
facilities are excluded from the maintenance contract, and if necessary discuss with
you any alternative maintenance arrangements for them.
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Chapter 8
Finance
Find these documents first:
* Last year’s AFS.
* This year’s budget.
* School funding entitlement.
OASIS provides information point to determine the school’s actual income and
expenditure for this financial year. As the principal you are accountable for the day-
to-day managing and monitoring of the school’s financial resources. Try to find the
answers to the following questions about the finances in your new school.
Audit reports. When was the last audit completed? Any recommendations for follow-
up?
Budget. Where is it? Schools must have an annual budget showing expected income
and expenditure programs.
Bank account statements. Where is the latest bank statement? What are the collection
and receipting procedures? Who does the banking?
Cash flow budgets. How much income has been received this year? How much has
the school already expended?
Look for a model chart of accounts in the Money Matters Kit. It is very useful.
Cheque book. Who are the signatories for the school account?
Investments. Does your school have any investment accounts? Look at last year’s
AFS for copies of all bank accounts to see if there are any investments.
School funding entitlement. How much funding will you receive through your school’s
global budget?
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Hints
• Find the folder Financial Matters and the Money Matters kit. They contain
useful information on all aspects of financial management.
Help through OASIS
The OASIS finance system can generate a variety of reports. The following reports
may help you determine and monitor the school’s finances:
• budget review report
• dissection summary report
• income/expenditure to date: OASIS H1/H2
• chart of accounts
• bank reconciliation report.
Funding for specific focus programs
Does your school receive funding for any of these special focus programs?
• Priority Schools Funding Program (PSFP)
• Country Areas Program (CAP)
• Aboriginal Student Support and Parent Awareness Program (ASSPA)
• Anti-violence program
• Staying on program
• Integration
• Student Assistance Scheme
• Multicultural education program
• Tied grants
• Trust funds.
Insurance
• Community use insurance. How is it paid? Is it taken out automatically
from your global budget?
• P&C or parent organisation. If it is affiliated with the Federation of
P&C Associations or has paid the kindred association levy? They have
automatic public risk cover of $5mill per activity per claim as a basic
cover. This insurance covers all volunteers working for the parent
organisation or on any endorsed activity whether they are members of
the P&C or not.
• P&C contributions. Has the P&C agreed to purchase or fund raise to
purchase any equipment or resources?
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This chapter is only a starting point. Look for more information in the DET
School Manual on Financial Management or ask the school administration staff.
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Chapter 9
Communication
How does your new school communicate with:
• staff
• students
• parents/community?
What kind of impression does your school give to those who work and study there
and to those who visit and phone? Try to find the answers to the following questions
about how your school communicates with staff, students, parents and the wider
community.
Staff whiteboard. Is there a staff whiteboard for messages and/or diary dates? Who
maintains it?
Staff memos. Who authorises staff memos? How are the memos broadcast?
Staff messages. What is the procedure for conveying messages to staff from phone
calls?
Sick leave. Who do staff contact if they are absent from school? How do other staff
know of absent colleagues?
Students leaving school during the day. What is the procedure for informing staff
that students have left school with a family member?
Meetings, e.g. staff, executive, training and development. When and where are
meetings held? How is the agenda formed? Where are minutes of meetings kept?
Assemblies. What is the procedure for conveying messages to the whole school? Who
coordinates the assemblies?
Is your school pleasant and welcoming? Is the phone answered promptly and pleasantly?
How does your new school “feel”?
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Media contact. Are press releases regularly sent to local papers? What are the local
papers?
Report cards. What is the format of the report cards? Where are they kept? Do
students sign them?
Portfolios. Do teachers keep portfolios for each student with annotated work samples?
How do parents see them? What happens to the portfolios at the end of the year?
Class journals and stories. Do classes make journals of their excursions? Where are
they kept? Do parents read them? Are they published in the newsletter?
Is there a prospectus? Who prepares it? When was it last reviewed? Does it reflect the
school’s current philosophy and teaching practices? Are the contact names and
numbers correct?
School signs. How old are the school signs? Are there adequate signs around the
school for visitors? Is it necessary to have multilingual signs?
Visitor information and reception area. What information is there for visitors who
wait in the foyer? Is the information relevant for casual visitors and new families? Are
visitors who wait for extended periods offered refreshments? Are the noticeboards
kept up-to-date?
Is there a parent helper sign-on book to indicate that they are in the school in case of
emergencies?
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Other issues
Principal’s office. Has the office adequate seating for visitors? Is there enough privacy
for interviews?
Phone calls. Who generally answers the phone? What is the greeting? How are phone
calls transferred to the principal? Is there an answering machine for after hours?
What does the answering machine message convey to callers? How are messages
conveyed to staff members?
Faxes. Who clears the fax machine? What is the procedure for sending a fax?
First aid/serious incident. Who is responsible for first aid in the school? Where is the
serious incident plan? Who contacts parents/carers if students are sick or in need of
medical attention? How do staff know that their students have gone home when
sick? Is there a partial attendance record book?
Requests for typing or photocopying. What is the procedure for having work typed
or photocopied?
Internet/address/password. What is the password for the Internet? Who clears the
email messages? Does the school have a homepage?
What procedures or protocols are in place for communication between the principal
and the front office?
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Chapter 10
School culture
Ask a few students:
• what they like about the school
• what they don’t like about the school
• what they would do if they were principal.
Finding out about the school culture will take some time and a bit of research on
your behalf. If you discover that something is amiss then you will need to boost your
new school’s image. Over the first few months try to find the answers to the following
questions.
A starting point
School mission/vision. What is the school mission or vision? Is the school’s mission
statement well known by staff and students?
School management plan. Who gets a copy of the school management plan? Is it
easy to understand? Do staff members know the main goals for the year?
School logo. What is the logo? What is its significance? Who created the logo?
School song. What is the school song? When is it sung? Do students and staff know
the song? Who wrote the song?
School rules. What are the school rules? Are they visible around the school? Do staff
and students know the rules? What are the consequences for disobeying the rules?
Sporting houses. What are the names of the houses? What do they represent?
Minutes of meetings, e.g. staff, faculty, P&C, school council. Read some of the
minutes to see how many people attend meetings such as the P&C meetings? What
sort of topics are discussed at meetings? What are some of the contentious issues
recorded in the minutes? Are there many records of absenteeism from staff meetings?
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P&C or school council pamphlet. Are there pamphlets about the main parent bodies
in the school? Do new families have access to this information?
Merit certificates and awards. What is the quality of the merit certificates and awards?
Who presents them to students? Do parents attend the presentation assemblies? Are
students proud of the awards?
Student teachers. Are staff eager to participate in student teacher practicuums and
share their expertise?
Major excursions. What are the major excursions? Are they fully supported by the
staff and community?
Sister schools. Is there a sister school arrangement? How do the sister schools
communicate? Are there interschool visits?
Discipline. Are there excessive numbers of students being sent to the office or placed
on detention for misbehaviour? What is the suspension rate of students?
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• Photos. Are there photo displays around the school? Are any framed?
Who changes the displays?
• Trophies. Is there a display of trophies and/or shields in the school?
Why have they been awarded?
Schools are complex organisations and have their own characteristics.
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Chapter 11
District office
Your district office:
* Where is it?
* What is the phone number?
* What is the fax number?
A visit to your district office is advisable to meet with the district staff who will be
helping you and your staff for most school matters.
Superintendent
Office manager
Clerical staff
Properties officer
T&D/curriculum coordinator
KLA consultants
Mathematics:
Literacy:
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Technology adviser
VET
District office staff will be able to advise you about the location of District Special
Education Centres such as the ED/BD units and IM/IO classes.
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Chapter 12
Principal’s welfare and development
Take time to adjust to your new role:
* Talk with other principals.
* Take part in the induction program.
* Plan some time to relax.
Because you are both new to the school and new to the role of principal you may feel
quite overwhelmed at times. Adjusting to the new environment, new people and the
new role will take time. Enjoy getting to know your staff, students and the school
community and don’t forget to continue with your own professional development.
Professional development
Induction/orientation program
Try to attend an induction program even if you might feel a bit hesitant about leaving
your new school! You will benefit from the professional contact with other “first-
time” principals.
Professional networks
• Make contact with some of the local principals.
• Maintain your professional networks with the colleagues from your
previous school and district.
• Attend the local principals meetings to become acquainted with new
colleagues.
Professional reading
Plan some time each day to read even if it is a professional journal or 10 minutes
“surfing the net”. Professional reading is part of the role of a principalship.
Conflict resolution
Practise conflict resolution strategies such as listen to understand, negotiate, work
on the positives, attack the problem not the person. Contact your district office for
more information and support.
Professional associations
Join a professional association to help you manage your new and complex role as
principal.
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You can eliminate or modify some stressors. Try some of these techniques:
• Try to slow down when you eat, talk, walk and even drive!
• Develop good time management skills. Schedule time to walk around
the school. Follow your “to do” list.
• Have your school assistant take phone calls first. Return the calls later or
have an appointment made.
• Use breaks to walk, talk or just sit quietly.
• Focus on the problem, not the person.
• Make time to do something that you really enjoy at least once a week.
• Have favourite posters or photos in your office. Every time you look at
them take a deep breath and relax.
• List three things that you would like to modify then work toward your
goals.
• Leave work earlier one afternoon and celebrate your success so far in
your new job.
• Meet with a small group of local principals and talk about some of the
issues that are concerning you at school.
• Attend a principal’s meeting or conference and catch up with your peers.
You will find that you have common concerns and issues. Some of your
problems may even be resolved.
• If you are feeling worried about your ability to manage your new job,
then ring a colleague or friend for support. Talking with someone is an
effective stress management technique but first you have to find a good
listener. So remember to maintain your relationships with family and
friends away from school.
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Appendices
• Sample copy of staffing entitlement
• Sample copy of age grade distribution graph
• Staff bulletin
• Meeting agenda
• Important dates for this year
• Term dates and school vacations 2003
• School development day notification form
• Management of serious incidents
• Serious incident report proforma
• Register of injuries in the workplace
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Staff bulletin
Term Week Date:
Assembly:
Bus:
Staffroom:
Monday
Tuesday
Wednesday
Thursday
Friday
Next week
Monday
Tuesday
Wednesday
Thursday
Friday
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Meeting agenda
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January
February
March
April
May
June
July
August
September
October
November
December
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Term 1 Wednesday 29 January 2003 to Friday 11 April 2003 Eastern Division 53 days
Wednesday 5 February 2003 to Friday 11 April 2003 Western Division 48 day
Autumn Vacation Monday 14 April 2003 to Friday 25 April 2003
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Reading list
Australian Principals Associations Professional Development Council. (1994). A
Professional Visits Program for Principals: Guidelines and Advice on Mentoring and
Shadowing Arrangements within Principal Networks. Melbourne: APAPDC.
Beare, H. & Boyd, W. (Eds.) (1993). Restructuring schools. The Falmer Press: London.
Beare, H. (1995). New Patterns in Managing Schools and School Systems. In Evers,
C. & Chapman, J. (Eds.). Educational Administration: An Australian Perspective.
Allen & Unwin: St Leonards.
Covey, S. (1989). The Seven Habits of Highly Effective People. USA: Simaon & Schuster.
Finger, J. (1993). Managing Your School. No-Nonsense Management Strategies for Today’s
School Leaders. Ferfawn Publications: Queensland.
Limerick, B. & Lingard, B. (Eds.) (1995). Gender and the Changing Educational
Management: Second Yearbook of Australian Council for Educational Administration.
Hodder Education: Sydney.
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Misich, T. (1997). Looking to a New Professional Level for Primary Principals. Paper
presented at the National Primary Principals Conference, Sydney, October.
Paine, J., Turner., P., & Pryke, R. (1992) Total Quality in Education. Ashton
Scholastic: Gosford.
Internet sites
ABC - http://www.abc.net.au
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