Job Descriptions and Performance Agreements


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Page index:
Introduction
Staffing Policies
Job Descriptions
Person Specifications
Performance Agreements
Writing Job Descriptions for School Management
Developing Performance Agreements for Principals

Introduction

Schools are governed and managed in a partnership with communities and the government. The partners have defined roles:

  • Boards of trustees have a governance role. Within the parameters of legislation, school charters, the strategic plan and industrial agreements, boards are responsible for developing and setting policy to guide the day-to-day management.
  • Principals control the day-to-day management of schools: implementing the policies of boards as professional and educational leaders and chief executives of boards; and advising boards on the progress and performance of the school.

Staffing Policies

As educational leader the principal decides and advises the board (after consultation with staff) on how staff deliver the curriculum to children to meet charter goals.

As the executive officer of the board of trustees, the principal initiates the development and revision of staffing policies as well as implementing them.

The best resource principals have in understanding and planning the operation of the school is the staff. Working with the team to write job descriptions, performance agreements and person specifications not only shares the workload but also draws on their experience of how things work in practice.

If the principal needs to make changes in work organisation, staff are more likely to accept them if they have been included in the planning and have contributed their ideas and insights. Make writing or revising the job descriptions, performance agreements and person specifications an opportunity for team building.

Job Descriptions

Job descriptions are management tools with a number of uses, including assisting to:

  • clarify the role and general expectations of employees
  • make decisions on how work is allocated or delegated
  • develop appraisal processes and procedures
  • set goals
  • identify training needs
  • make appointments
  • develop the learning and teaching culture.

Job descriptions are statements of the responsibilities that each staff member will undertake in the school.
A job description can set out the reporting and major functional relationships, limits of authority, the key tasks and results expected and resources available.

The job description can include reference to the interim professional standards. A sentence like " The appointee will be required to meet the interim professional standards as per the requirements of the Primary Teachers', Deputy Principals', Assistant Principals' and other Unit Holders' Collective Employment Agreement " could be added to the job description.

The description can also include statements of purpose of the position and an outline description of the school environment. A person specification may be attached.

Person Specifications

A person specification describes the qualifications, skills, abilities and experience required for a job.
Person specifications can help principals and senior staff identify staff training and professional development needs, assist planning for staff development, guide career development, assist recruitment and appointment of staff by establishing criteria for appointment.

Performance Agreements

The Primary Principals' Collective Agreement requires the employer (the Board of Trustees) to "prepare an annual performance agreement" with their principal that sets out the objectives of the principal's position including the relevant professional standards, and the process and criteria by which the principal's performance is assessed for that year. The standards to be used for this exercise are detailed in schedule 2 of the Primary Principals' Collective Agreement.

Writing Job Descriptions for School Management

Step 1

Understand the job; gather the following information:

  • School mission statement
  • School character, description of your community
  • What role does the position have in school management
  • Limits of authority
  • Relationships: children, staff, parents, educational agencies
  • Resources: talk with staff and ask them to describe the features of their jobs, the resources they need, the experiences that contribute to job satisfaction, the training and professional development that has been most valuable to them, how they see their future training and development needs, how they think their job contributes to the school as a whole.

If you want to review job descriptions for the entire staff, approach the task as a team exercise. Plan to set aside a definite time to do it. Have staff work in pairs or syndicate groupings - don't forget to include the school support staff.

Step 2

Write the descriptions. Use the information you have gathered and the results of staff discussion.

  • Record the mission statement
  • Write a concise description of the school that sets the job in context - e.g. a six-teacher contributing school with a bilingual unit in an urban environment
  • It may help to briefly describe the school and community, outlining any special features - e.g. the school has a close association with the marae and kohanga reo
  • Label the position: e.g. principal, deputy principal, speech language therapist, teacher aide etc
  • List the key results expected
  • From the key results, detail the key tasks
  • State the requirement to meet any professional standards
  • Define the limits of authority; list the reporting relationships
  • Specify resources: budget responsibilities and limits; staff (full and part-time, teaching and support staff)
  • Identify classroom release time.

Step 3

Consider the skills and experience required.

  • What personal qualities would help staff work successfully with children, parents, community, colleagues?
  • What qualifications and training are necessary to perform the job competently?
  • What management skills are required for the position?
  • Is any specialist knowledge and experience required?

Step 4

  • Write a person specification for each position.
  • Consult with the board of trustees and staff.

Developing Performance Agreements for Principals

Step 1

Gather information.

The result of previous performance appraisals: were there areas of development identified - management, curriculum delivery, instructional leadership, policy advice/information to the board, reporting to the board, personnel management.

  • The recommendations of the most recent ERO report
  • The charter goals
  • The Strategic Plan targets and priorities
  • Professional development needs.

Step 2

Write a description of the current situation in each area for development. Three examples are shown below:

  1. ‘A number of students are underachieving.’
  2. 'It is difficult to find information quickly, the present filing system does not serve our needs.'
  3. 'A significant number of parents are requesting school reports each term.'

Write down what needs to change

  • Teaching based on valid assessment data may need reviewing
  • There has to be a properly organised filing system
  • We need the right office equipment to handle information efficiently
  • The school secretary needs professional development to enhance communications and information management
  • The reporting process may need modification.

Decide on priorities

  1. Analyse data
  2. Office organisation
  3. Consultation with parents on reporting on children's progress.

Express 'what needs to change' as objectives

  • To review the teaching and learning programmes for underachieving students
  • To review the school office filing system
  • To report and recommend to the board on the purchase of new office equipment
  • To arrange professional development for the school secretary
  • To consult with parents about reporting on children's progress.

Investigate ways in which objectives could be achieved, estimate resources needed

  • For underachieving students: contact relevant agencies, ensure budget reflects this priority
  • For office: contact the education service centre for advice; employ a consultant or architect; seek advice from colleagues; get information on equipment; investigate training courses
  • For reporting: set up meetings for parents; special newsletters; guest speakers; collect examples of report forms; consider staff development needs for writing reports.

Step 3

Consult with the board of trustees or staff.

  • Present your proposals, give your reasons
  • Ask for feedback
  • Agree on priorities, resources, set timeframes - e.g., end of first term; week four, term 2.

Agree on the performance indicators

  • Ongoing data collection and analysis
  • A report to the board on the office systems, recommendations for purchases
  • School secretary attends relevant professional development
  • Meetings held to discuss reporting
  • Recommendations for reporting process received by the board
  • Plan for reporting to parents adopted and implemented.

Agree on the review/appraisal process

  • How: interview, written report
  • When: checkpoints
  • Who: chairperson of the board, principal, colleague, consultant
  • Reporting back on appraisal/review.