Tuesday, 9 October 2012
Roles and Responsibilities of Staff
Overall, the task of the principal is to maintain and manage the whole school (NSW Department of Education 2009). They have a collective responsibility for the students, teachers and other roles within the school (CYPMH 2012; NSW DEC 2009).
In the past, the principal was seen as mainly an educational leader – where their main role was to lead and manage the planning, delivery, evaluation and improvement of education within their school (Victoria Department of Education and Early Childhood Development 2009). Nowadays however, the responsibilities of the principal tend to lean more towards a managerial role in the school. As a result, they now are in charge of establishing, managing and dealing with the financial issues within the school, as well as managing the school property (CYPMH, 2009; NSW DEC, 2009). The principal is also accountable for the school development within the guidelines and policies developed by the government. In addition, the principal must also ensure the welfare of both staff and students (NSW DEC, 2009).
The role of the deputy and assistant principal is to organise the daily school routine, deal with both staff and student welfare and also oversee the teaching and learning curriculums operating within the school (CYPMH, 2012; NSW DEC 2009). The variable between the role of deputy principal and assistant principal is that the assistant principal teaches and the deputy does not (CYPMH 2010). Regardless, this position lies directly beneath the principal and holds the role of contributing to the overall management of the school whilst reporting to the principal (VDEECD, 2009). Their responsibilities include dealing with discipline beyond the classroom, making decisions in regards to short term replacement teachers, selecting and assigning staff to positions of responsibility and the allocation of resources (VDEECD 2009). They also have a role in developing and managing the school code of conduct and the management of programs to improve knowledge and skills of teaching staff (VDEECD 2009).
Classroom teachers act primarily to develop the skills, knowledge, understanding, values and attitudes of students, as well as maintaining the welfare of them (CYPMH, 2012; NSW DEC, 2009). According to the NSW DEC (2009), classroom teachers are the most important person in the school for students as they are the main benefactors in their education.
All classroom teachers have the role of developing a program in which to teach and develop student outcomes (VDEECD, 2009). In addition, a classroom teacher must also develop their quality as a teacher through professional development opportunities as well as personal reflection (VDEECD 2009). Classroom teachers will also be required to take on additional duties and will be required to work collaboratively with their colleagues to promote cohesion within the school (VDEECD 2009).
Teachers fall into three categories: graduate, accomplished and expert (VDEECD 2009). As the classroom teacher develops, their contribution to the school extends past the classroom (VDEECD 2009; Boston, 2000). Graduate teachers are mainly responsible for their own classes, as well as assisting and participating in school development and the organisation of co-curricular activities (VDEECD 2009). The accomplished teacher is accountable for the effective and efficient delivery of their programs (VEECD 2009). They may have the responsibility of supervising and training one or more student teachers, assisting with daily school management, managing a learning area or year level, assisting and supervising programs or activities and managing the organisation and coordination of events (VEECD 2009). The expert teacher, in addition to the roles undertaken by the accomplished teacher, must act to mentor and assist in the development of the knowledge base of school staff in regards to teaching practice (VEECD 2009). They may be required to also manage a team of teachers in the development, implementation and evaluation of curriculum programs and policies within the school (VEECD 2009).
New scheme teachers fall under the category of teachers who have never been employed to teach in NSW before October 1, 2004 or who have been employed as a teacher during the last five years (NSW DEC 2012).
The role of STLA is to provide students with learning difficulties the extra support necessary in maximising their learning (CYPMH, 2012), as well as allowing for better classroom management for the classroom teacher (NSW DEC 2009).
The librarian is active member of the teaching and learning process and is crucial in preparing relevant resources that can assist teachers and students (NSW DEC, 2009).
This position provides support in the development of English for students from a non-English speaking background (CYPMH, 2012). Depending on the school, often one on one teaching occurs in and outside of the classroom.
The role of a Aboriginal research teacher is to improve literacy and numeracy outcomes for Aboriginal students by team teaching, working with particular groups of students and through the development of appropriate resources in consultation with the local Aboriginal community (NSW DEC 2009)
School Learning Support Officers assist all teaching staff to implement quality learning outcomes for students with disabilities in regular classes (NSW DET 2012).
Integration aides provide support to both students with special needs and to the teachers of these students. In some cases students are so highly dependent on integration aides to provide a high level of support that without assistance of integration aides these children would not unable to attend the school (CRC St Albans 2012).
Catholic Regional College St Albans (CRC St Albans) 2010, ‘Integration Aide’, Accessed: 27 September, 2012 URL: http://www.crcstalbans.catholic.edu.au
Central Coast Children and Young Peoples Mental Health Service (CYPMH) 2012, ‘Who's Who in Primary School? For Parents’, Accessed: 27 September, 2012 URL:http://www.ycentral.com.au/filelibrary/Who__s_who_in_primary_school.pdf
NSW Department of Education and Communities (NSW DEC) 2009, ‘Staff in Primary and Infants Schools’, Accessed: 27 September 2012 URL:http://www.schools.nsw.edu.au/gotoschool/a-z/is_ps_staff.php
Victoria Department of Education and Early Childhood Development (VDEECD) 2009, Human Resources: roles of responsibilities principal and teacher class, Accessed: September 27 2012