June 2014

First Time Principals Integrated Schools

Patrick Walsh

Integrated Schools

Assessing Risk, Religious, Legal Personnel

S.W.O.T Analysis

Strengths High parental, public and political endorsement that Integrated

Schools are a valuable, unique and necessary part of N.Z’s educational landscape

Integrated schools are a ‘beacon of success’ in relation to government goals – priority learners, NCEA, National Standards

Seen increasingly as ‘counter-cultural’ and provide push back to concerns about anti-social behaviour, diminishing respect for authority, drugs, sex and violence

Unity of purpose, vision and direction centred on their ‘special character’

High achieving both academically and in extracurricular. Often achieve above schools of similar type/ decile

Fewer behavioural issues as reflected in fewer stand-downs and suspensions. Conversely have successful alternative behaviour resolution strategies e.g Restorative Justice, Family Group Conferences

Weaknesses ‘Special Character’ seen as a veneer Declining pool of suitable applicants for ‘tagged

positions’ Behaving like a ‘private school’ while receiving

Crown money i.e school fees, facilities Costs can be an educational barrier to those from

disadvantaged, socio-economic backgrounds Parental motivation for enrolling their child in

Integrated Schools is misplaced A certain level of independence is lost as a state

integrated school

Opportunities Capitalise on the growing interest in

‘spirituality’ and religious values Collective marketing of the benefits of

integrated schools Lobbying the government for increased

financial support for new schools on the back of demand, success, savings to the Crown

 

Threats In tough economic times, greater scrutiny of

Crown support for integrated schools Financial viability/ property and infra-

structure costs to Proprietors Maintenance of ‘special character’,

particularly in relations to staffing, professional development

Monitoring the risk of ‘special character’ becoming too broad in definition so as to lose its meaning i.e faith-based, cultural

The Risk To “Special Character’ The Heart Of The Matter

Here?

Or here?

If the Great fact of our lives is that we are always in the presence of God, the Great Problem of our lives is that we are so often unaware of God’s presence.

- William Shannon

Apart from God’s presence, nothing matters.

In God’s presence, everything matters.

5 Things We Can’t Change

1. Everything changes and ends2. Things do not always go according

to plan3. Life is not always fair4. Pain is part of life5. People will not be loving or loyal all

the time

D. Richo

God as a rule overturns the plans of men and causes the opposite of what they proposed to happen, so that they may learn to have confidence in him and abandon themselves entirely to his Providence, not undertaking anything on their own, because they should only desire what God wants.

- J.B De La Salle M 23.3

Lessons learned about principalship

1. Principalship is about relationship

2. Be prepared to admit mistakes and apologise – it takes the sting out of any criticism

3. Although very few staff would be prepared to do your job, there will be no shortage of staff lining up telling you how to do your job – don’t get upset about it.

4. You can’t walk on water. Surround yourself with people who have strengths you don’t have and delegate to them.

5. Appointing staff is easy – getting rid of them is a painful and long drawn out process. Investing the time and effort in getting the right staff pays high dividends for all.

6. Taking care of yourself is not an ‘optional extra’. You are a mother, father, wife, husband and friend first. Investing in those relationships is good for you and your school.

7. Focus on being a leader of learning but remember it is the financial, legal, human resource and negative publicity that can put the skids under you. Pay attention to them.

8. Principalship is a complex and risky business. Taking advice helps the decision making process and mitigates the risk.

9. The quality of a school is not measured by what happens in the principal’s office, but in its classrooms. Get out of your office and visit them.

10. Don’t take a stand too often but rather learn how to negotiate and compromise. This will reduce your stress and give you room to manoeuvre.

24

EMPLOYMENT LAW

Competency

School E.R.AProcedural

Fairness

Substantive Fairness

Substantive Fairness

Procedural Fairness

25

EMPLOYMENT LAW continued

Procedural Fairness Particularise Concerns Communicate Concerns Set out required standard Reasonable Time (10 weeks) Support and Guidance Keep employee informed

26

EMPLOYMENT LAW continued

Distinguish Appraisal from Competency Notify competency process in writing Ask, has the employer contributed to the problem? After 10 weeks don’t move automatically to dismissal. Seek submissions on report and penalty

27

EMPLOYMENT LAW continued

Rollercoaster Effect

10 weeks

1. Has the employee

substantively reached the required standard?

2. If not, could they with a further period of support and guidance?

3. If not, dismissal with notice.

28

Serious Misconduct

Don’t codify in policy, give examples but list not exhaustive

Distinguish between:* Initial Meeting = Non legal = No Rights * Disciplinary Meeting = Legal = Rights

Always put the charge and evidence Right to representation Delegated authority State meeting is ‘Disciplinary’ Possible outcomes

29

Civil & Criminal Investigation

Criminal:Beyond Reasonable Doubt

Civil:On the Balance of Probabilities

30

Suspension On Pay

Primacy to health and safety of students and staff

Effect on career and reputation of employee

Whether other duties can be assigned

Contact M.O.E about reliever prior to suspension