ROLES AND RESPONSIBILITIES
The Principal
The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the strategic deployment of resources provided by the Department and the school community. A key component of this role is to increase the knowledge base of teachers within their school about student learning and quality teacher practice.
At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters; that the decisions of the council are implemented; and that adequate support and resources are provided for the conduct of council meetings.
Principals have a clear set of accountabilities, which distinguish their work from other employees in the Teaching Service and the education community and are set out in detail in the contract of employment. The principal is accountable for the overall leadership, management and development of the school within state-wide guidelines and Government policies. The core accountabilities of all principals are to:
The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the strategic deployment of resources provided by the Department and the school community. A key component of this role is to increase the knowledge base of teachers within their school about student learning and quality teacher practice.
At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters; that the decisions of the council are implemented; and that adequate support and resources are provided for the conduct of council meetings.
Principals have a clear set of accountabilities, which distinguish their work from other employees in the Teaching Service and the education community and are set out in detail in the contract of employment. The principal is accountable for the overall leadership, management and development of the school within state-wide guidelines and Government policies. The core accountabilities of all principals are to:
- Ensure the delivery of a comprehensive, high quality education program to all students;
- Provide a child safe environment in accordance with the child safe standards;
- Be executive officer of the school council;
- Implement decisions of the school council;
- Establish and manage financial systems in accordance with the Department and school council requirements;
- Represent the Department in the school and the local community;
- Contribute to system-wide activities, including policy and strategic planning and development;
- Effectively manage and integrate the resources available to the school;
- Appropriately involve staff, students and the community in the development, implementation and review of school policies, programs and operations;
- Report to the Department, school community, parents and students on the achievements of the school and of individual students as appropriate;
- Comply with regulatory and legislative requirements and Department policies and procedures.
Learning Specialist
Learning specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the learning specialist will be to model excellence in teaching and learning through demonstration lessons, and mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce. The learning specialist role is aimed at building excellence in teaching and learning within the Teaching Service. In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the learning specialist may include but are not limited to:
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Leading Teacher
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school. Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others. Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school’s education program. Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals. Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan. n recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
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Classroom Teachers
The classroom teacher classification comprises two salary ranges – range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases.
All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
The classroom teacher classification comprises two salary ranges – range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases.
All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers. At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school. Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities. Range 1 classroom teachers will be expected to:
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Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities. A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice. Range 2 classroom teachers will be expected to:
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Education Support Class
Education support class positions are diverse and cover the delivery of support services that include school administration and operations (e.g. human resources, finance, facilities,), school support services (e.g. library, laboratory, information technology), direct student and teaching support (e.g. classroom assistance to teachers, careers counselling, student health and wellbeing).
Education support class positions are diverse and cover the delivery of support services that include school administration and operations (e.g. human resources, finance, facilities,), school support services (e.g. library, laboratory, information technology), direct student and teaching support (e.g. classroom assistance to teachers, careers counselling, student health and wellbeing).
Education support class Level 1 Range 2
Positions at this range involve tasks that are carried out in accordance with guidelines, accepted practice and school policy. Supervision and coordination of other staff involves ensuring that routine tasks are performed to the required standard.
Specialised support functions will involve accountability for a single function or the operation of a work area. Technical support will involve ensuring clearly defined technical requirements are met (e.g. technical support to teachers within a school laboratory). Direction is readily available and the scope for decision making is limited to how required tasks are met.
Responsibilities may include but are not limited to the following:
Positions at this range involve tasks that are carried out in accordance with guidelines, accepted practice and school policy. Supervision and coordination of other staff involves ensuring that routine tasks are performed to the required standard.
Specialised support functions will involve accountability for a single function or the operation of a work area. Technical support will involve ensuring clearly defined technical requirements are met (e.g. technical support to teachers within a school laboratory). Direction is readily available and the scope for decision making is limited to how required tasks are met.
Responsibilities may include but are not limited to the following:
- Provide coordinated support to teachers and educational programs;
- Provide a child safe environment in accordance with the child safe standards;
- Coordinate the day to day routine operational requirements of a school office;
- Provide medical intervention support to a student/s;
- Support financial and budgetary processes;
- Coordinate and prepare routine school communication;
- Manipulate data/information and prepare documentation/basic reports;
- Use specialised knowledge in a specific functional area including risk assessment e.g. science laboratory, information technology support, library;
- Provide training and/or instruction with respect to technical systems or scientific processes;
- Prepare experiments or use of equipment and conducts demonstrations, where required, under direct supervision.