2. Ø 3.40-4.10pm-Overview
Ø 4.10-4.35pm-Workshop on clarification/
general prioritisation-(Group activity).
Ø 4.35-5.00pm- Discussion/additions/omissions
(Full staff)
Ø 5.00-5.20pm-Prioritisation (Individual activity)
Ø 5.20-5.30pm-Formation of review group and
planning for the next step.
Ø 5.35pm-Conclusion
3. ..... create
effec(ve
in-‐school
management
structures
to
support
us
in
the
core
business
of
St.
Emmet’s
Secondary
School
4. • The Moratorium
• Massive changes in recent years e.g.
Legislation; WSE/MLL; Cross -sectoral
redeployment, Societal change, Other cutbacks
• Significant change in your school-loss of 3AP
posts/ 5 SDTs/new Deputy Principal
• WSE’15 and its recommendations
• Need for distributed leadership in schools today
e.g. Literacy and Numeracy Initiative /School
Self-evaluation....... JCT –posts?
• New appointment procedures-new structure?
5. } Every two years (recommendation Vol. Sec.)
} Specific review of a post upon request by either
post holder or management
} New posts/diminishing posts (SDT teacher area)
} On foot of WSE/MLL recommendations
v Need to ensure equity, proportionality and
relevance
v All staff have a part to play in identifying school
needs and in being consulted on schedule of posts
6. The quality of in-school management (ISM) is one of the
factors to be evaluated. This evaluation to include:-
} The extent to which ISM involves staff in decision
making
} Awareness among staff of the management structure of
the school and the schedule of duties assigned to ISM
} The effectiveness of ISM in ensuring that responsibilities
delegated to post-holders…are carried out effectively
and efficiently
} The relevance and clarity of duties
} Policy and practice in the monitoring and review of
duties assigned to post-holders-role of BoM
7. “This
schedule
(of
posts
of
responsibility)
iden(fies
the
du(es
aBaching
to
each
post.
However,
insufficient
evidence
was
made
available
during
the
evalua(on
to
assess
the
relevance
of
this
schedule
in
mee,ng
the
current
needs
of
the
school”
8. ‘The
schedule
of
posts
of
responsibility
should
be
reviewed
in
the
context
of
current
school
priori7es
and
needs’.
9. ‘Staff
members
who
have
a
post
of
responsibility
have
been
assigned
specific
du(es.
Although,
there
has
been
some
reduc(on
in
this
middle
management
team
following
staff
re(rements,
no
review
of
du(es
has
taken
place
in
recent
years.
Therefore,
it
is
recommended,
that
the
schedule
of
posts
of
responsibility
should
be
reviewed
in
the
context
of
current
school
priori(es
and
needs’.
10. ‘Staff
members
who
have
a
post
of
responsibility
have
been
assigned
specific
du(es.
Although,
there
has
been
some
reduc(on
in
this
middle
management
team
following
staff
re(rements,
no
review
of
du(es
has
taken
place
in
recent
years.
Therefore,
it
is
recommended,
that
the
schedule
of
posts
of
responsibility
should
be
reviewed
in
the
context
of
current
school
priori(es
and
needs’.
11. “The
middle
management
team
is
an
important
structure
in
suppor(ng
senior
management,
and
non-‐post
holders
also
make
a
valued
contribu(on.
However,
some
du(es
a*ached
to
the
posts
of
responsibility
are
not
appropriate
to
the
current
needs
of
the
school.
In
order
to
build
greater
leadership
capacity,
a
much
needed
review
of
the
post
structure
was
ini(ated
recently
and
is
ongoing.
The
review
of
the
posts
should
be
expedited
in
a
collabora(ve
and
consulta(ve
fashion
to
address
exis(ng
inequi(es
regarding
some
of
the
du(es
and
to
ensure
that
they
meet
the
school’s
current
needs
and
developmental
priori(es.
In
order
to
op(mise
the
effec(veness
of
this
resource,
final
decisions
regarding
deployment
of
du(es
to
post
holders
should
be
overseen
by
the
board.
Annual
repor(ng
on
the
performance
of
du(es
to
senior
management
and
the
board
should
also
be
developed”.
12. } The posts of responsibility and the timetable should be
reviewed to ensure the implementation of best practice with
regard to deployment of staff and lesson distribution in the
interest of student progress and attainment.
} Leadership roles are distributed at middle management
level. The schedule of posts, which has not been reviewed in
recent years, identifies year heads and co-ordinators for in-
school functions. It would now be timely to execute a formal
review to ensure that the overarching needs of the school
are identified and that the corresponding responsibilities are
assigned.
13. “In
consulta(on
with
the
post
holders,
senior
management
and
the
board
should
review,
on
a
regular
basis,
the
in-‐
school
middle
management
structure,
and
the
du(es
aBached
to
the
posts
of
responsibility,
to
ensure
that
the
du(es
are
more
closely
aligned
to
the
developmental
priori(es
and
the
needs
of
the
school”.
14. } A mix of pastoral, curricular and
organisational duties.
} Clearly defined duties-which are effectively
implemented
} Regularly reviewed for good of school
15. Equity and Fairness: recognise time required-
relativity of AP and SDT posts
Clarity and Openness: √clear job description
√regular review
√understanding re time
Flexibility: -transferability of posts
16. The clear message from the literature is that
school improvement is more likely to occur
when leadership is distributed and when
teachers have a vested interest in the
development of the school
17. ………promotes a professional approach to
teaching that acknowledges the educational
leadership role played by all teachers.
It clearly states that your role extends beyond
their own classroom to working collaboratively
with colleagues, management, parents and
external agencies to contribute towards a high
quality education system.
18. } Tight-loose leadership
} High emphasis on
personal accountability
} Modelling
} Strategies for sharing
leadership
} Focussed and systematic
management
} Strong sense of personal
and team autonomy in
the context of
accountability
} High levels of trust and
support for innovation
} High personal credibility
as practitioners
} Excellent interpersonal
relationships and
communication skills
19. Professionals
don’t
need
anybody
to
check
on
them,
to
push
them,
to
lead
them.
They
are
compelled
from
within.
The
more
successful
we
are
at
establishing
subs7tutes
for
leadership,
the
less
important
it
becomes
to
worry
about
who
are
leaders
and
who
aren’t
Thomas Sergiovanni
Leadership v Professionalism
20. } Those who make things happen
} Those who watch things happen
} Those who wonder what’s happened
21. } Principals reluctant to share, delegate,
empower
} Teachers’ perceived lack of status in the
school
} Absence of any formal authority for Teachers
} Lack of shared decision making
} Listening only to inner circle-Year Heads...
22. • BoM is ultimate authority and appointing
body
• Central role of Principal
• All teachers participate in initial facilitated
review
• Post holders must be consulted in advance of
any change – but note provision in Croke Park
Agreement (1)
Needs of the school take precedence
23. Croke Park:-
Where a review has taken place, school management
may, in accordance with existing circulars, reassign a
post holder other duties from the schedule,
appropriate to the level of the post (special duties or
assistant principal) as required by the priorities and
needs of the school”
C25/2011
School management may reassign post holders to
alternative responsibilities from the approved post of
responsibility schedule appropriate to the level of the
post (special duties or assistant principal) as required
by the priorities and needs of the school
24. } Apart from the ‘alleviation measures’ set out in
C04/2014, the moratorium continues to apply as it
has done since 27 March,2009 on the filling of
vacant posts of responsibility at Special Duties
Teacher level, arising as a consequence of any
promotions to Assistant Principal under these
alleviation arrangements.
} It continues to be a matter for school authorities to
re-organise and prioritise the appropriate duties
for post of responsibility holders ,in the context of
the application of the moratorium.
25. } Effective: Jan 2014 and based on pupil enrolment
on Sept. 30thof the previous school year.
} Schools that fall below the Assistant Principal
thresholds set out in the TABLE can fill Assistant
Principal vacancies as they arise to the level of the
thresholds set out in the TABLE.
} These measures are applicable to schools for the
duration of the Haddington Road Agreement
26.
27. There is provision also in the C04/2014 for the
filling of a Programme Co-ordinator post at
Assistant Principal level where a school meets each
of the following criteria:
(1)The school has 100 or more pupils on such programmes
(2) The overall number of Assistant Principal posts is at or below
the thresholds set out in the TABLE.
28. The review should be based on the following principles:
} consultation with all the teaching staff;
} there should be real participation by teachers in this
process;
} consensus among teachers is the best way to conduct the
reviews;
} consultation must be open and transparent;
} the definition of posts must be inclusive so as to allow any
competent, eligible member of staff to apply;
} the duties should reflect the grade of the post;
} every effort should be made to ensure equity between post
holders in the division of duties, i.e. no one post should be
over burdensome when compared with others in the same
category.
ASTI
29. (a) Consider your current posts to determine whether
they:-
— Meet the most important school needs?
— Provide an opportunity for teachers to assume
responsibility for instructional leadership and curriculum
development?
— Are they supportive of the core business of the school
i.e. learning and teaching? (Essential)
(b) Check out whether there are other needs which should
be incorporated into the schedule? (Need to add on )
(c) Are there duties which could be carried out
administratively to create greater capacity in the post
schedule? (Move sideways)
30. } Amend the current schedule through
discussion and dialogue.
} Each individual staff member prioritises his/
her schedule of duties (on computer/laptop)
} A composite of these priorities will form the
basis of the revised schedule.
31. } Set up a task group to assist the Principal in
dealing with the report.
Suggested composition:
ü Principal
ü Deputy Principal
ü 1 Assistant Principals
ü 1 Special Duties Teachers
ü 2 Non-post holders
32. } The brief of the group is to assist the
implementation of the new schedule and
corresponding post descriptors.
} The group will keep staff appraised of
developments through an agreed mechanism
} The review and amendments take time but
should be time bound- Oct ’16?
33. } Based on the facilitator’s report the Principal draws up a
draft post schedule aligning agreed needs to available
posts (AP level/SDT level)
} Following consultation with staff, Principal refines
schedule for presentation to BOM
} BOM considers and provisionally ratifies
} Principal allocates revised posts through consultation
with post holders individually
} BOM ratifies final schedule and allocation of revised
posts
} DES is notified
34. } Year Head
} Special Needs Co-ordinator
} ICT for teaching and Learning
} Examinations Co-ordinator
} School Planning and policies
} Marketing and PRO/Awards
} Student Council
} Book Schemes/Lists
} Health & Safety
* Programme Co-ordinator role
35. • This process may mean that some current duties
will possibly no longer be seen as appropriate to
ISM schedule and as a result there will inevitably be
changes in some posts.
• This is not to undervalue work being done already
but the needs of a modern school are constantly
changing and new priorities emerge.
• Needs of the school now and in the medium term
are paramount and it is vital that this is kept in
mind both today and throughout the process.
• Remember that not all needs are met through the
post structure-teaching and learning functions –
subject Departments....
