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Role clarity ppt

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  • 1. Role Clarity
  • 2. Role clarity questions I am always clear about what others at school expect of me Question scale 3.7 100 point scale 67.9 My work objectives are always well defined Question scale 3.6 100 point scale 64.3 I always know how much authority I have in this school Question scale 3.9 100 point scale 71.4 I am clear about my professional responsibilities Question scale 4.3 100 point scale 82.1
  • 3. Comments about this survey
    • 40 comments made
    • 17 of these were about being unclear about boundaries of our work, clarity of what to do, expectations of roles and the roles of others
  • 4. Others covered a diverse but evenly distributed range of issues:
    • Time to get things done
    • Language of the survey
    • Wanting feedback
    • Communication issues
    • Happy statements
    • Feeling unskilled
    • Plus some comments that were more about other parts of the survey – eg curriculum
  • 5.
    • I am aware of what is expected, however this isn’t always consistent with what teachers of my level are expected to do in larger sized schools. I see the benefits in taking on greater focuses than required of a teacher of my experience.
    • When people come to me for info about their role and I don’t have the answer, I feel they expect me to know and at that point I am letting them down. As principal, I need to develop strategies to address this.
    • I do not know what the roles of other staff are.
    • I do not share common expectations with other KLA leaders.
    • I probably spend too much out of class time in PD and preparation – what are my and my schools expectations. Not always clear
    • There is never enough time to do everything well – it is difficult to know how to prioritize as to what is most important
    • No set norm about standards of discipline.
    • When given a POR there is set procedures eg: you work it out.
    • If more than one person doing the same POR there has been a lack of communication and who’s in charge
    • Responsibility for developing classroom programs (lack of KLA scope and sequences, programs).
    • Lack of time for KLA members to meet and discuss roles.
    • What a KLA leader is expected to do.
    • Roles need to be stipulated so that everyone is clear about expectations, especially PORs.
  • 6.
    • My concern is that others don’t always understand or respect my workload (I’m an ESO), and think their requirements should have immediate attention. Improve communication between teachers and ESS. I always – good. My work object – Not well defined, eg coaching role, - objectives by leaderships I am always clear – need more feedback regarding expectations (POR’s) etc. Sometimes unsure of what I am to do within some lessons. Expected to know computer programmes with no training or prior knowledge of programmes. Feeling like being “kept in the dark” about what is happening within the school as an ESS. Unsure of the boundaries of my role. I have been asked to do a lot more than my job description. Is this expected of my? I have defined what I think my work objectives are, but don’t really know if I am doing what is expected. Authority isn’t an issue. I am clear about my responsibilities.
  • 7.
    • As a part-time teacher, I feel conflict between completing all that is expected of me in my time allotment. There seems to be the expectation that I will still do the same amount of POR’s as full-time staff, and attend every meeting and P.D. session. I might as well take the extra money and be full time! A small school means staff have lots of responsibilities in many areas. Time to complete roles. We don’t use the same language in our everyday work as the questions eg. “work objectives”. Question 3, What does this authority refer to? Some people don’t have the confidence or initiative when fulfilling parts of their POR. The wording “always” can make it difficult to give a 5? There’s not always consultation on decisions that concern me – eg: what I will be teaching. Sometimes I find out once the decision is made & when others find out. ES Staff – not clear all the time. Others aren’t always clear to what responsibilities are. Would like to get more feedback or things happening in my classroom to see if I am fulfilling expectations. Improve communication to all staff members re: teacher expectations of Integration Aides. Inform new staff of where to go to gain assistance with something.
  • 8. What did the 17 say about improving role clarity?
    • I do not know what the roles of other staff are.
    • I do not share common expectations with other KLA leaders.
    • I probably spend too much out of class time in PD and preparation – what are my and my schools expectations. Not always clear
    • When given a POR there is set procedures eg: you work it out.
    • If more than one person doing the same POR there has been a lack of communication and who’s in charge
    • Responsibility for developing classroom programs (lack of KLA scope and sequences, programs).
  • 9.
    • What a KLA leader is expected to do.
    • Roles need to be stipulated so that everyone is clear about expectations, especially PORs.
    • My concern is that others don’t always understand or respect my workload (I’m an ESO), and think their requirements should have immediate attention.
    • My work object – Not well defined, eg coaching role, - objectives by leaderships
  • 10.
    • Sometimes unsure of what I am to do within some lessons..
    • Unsure of the boundaries of my role.
    • I have been asked to do a lot more than my job description. Is this expected of me?
    • I have defined what I think my work objectives are, but don’t really know if I am doing what is expected.
    • When people come to me for info about their role and I don’t have the answer, I feel they expect me to know and at that point I am letting them down. As principal, I need to develop strategies to address this.
    • I do not know what the roles of other staff are.
    • I do not share common expectations with other KLA leaders.
  • 11. Possible solutions
    • Leadership team should give direction to everyone – ie write out everyone’s job descriptions. That way you will know what to do.
  • 12. However
    • The leadership team cannot know everything that everyone does.
    • If just the leaders have to do the thinking, then you have limited ownership and empowerment
    • And anyway - the everyday dot points of your work are just part of something bigger.
  • 13. The leadership team can
    • Remind you of parameters for accountability to your work
    • Give you feedback about your work
    • BUT
  • 14. YOU MUST AGREE ON THE REASONS FOR YOUR WORK
    • We have agreed that the annual implementation plan is a basis for our work – based on what the data tells us, and the fact that we need to work for the students, and to help them learn better
  • 15. Where does moral purpose fit in?
    • The valuing and clarifying part of the ladder of feedback – don’t just jump to the concern
    • Eg - You pull your weight in all areas of your work in terms of assistance to others .
    • We have agreed that adherence to DEECD standards for improvement, is important.
    • In walk throughs I have seen little evidence of learning intentions being communicated to your students.
    • I expect to see WALT and TIB for each lesson, when I come into your classroom
  • 16. In other words, why do we do the work?
    • For DEECD
    • For our students
    • For parents
    • For our colleagues
  • 17. Moral purpose - is a reminder
    • For leadership to give feedback to you about your role
    • For you to give feedback to others about their role
  • 18. THAT IS WHY
    • Leadership are not writing out your roles – we are asking you to do this, for communication to yourself and to others
    • Within the parameters of your moral purpose
    • Moral purpose statements will be used by everyone
  • 19. Bundling exercise – 20 minute activity
    • Each person gets a set of statements
    • Bundle them into categories – five minutes
    • Look at the categories – define them – five minutes
    • Work out four to five summary sentences that state what each of these groups should expect of us – 10 minutes.

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