Systems

SYSTEMS Develop and use management systems to support and enhance student learning.

Exhibit leadership that results in the effective day-to-day operation of the school. Operate within board policy and in accordance with legislative requirements. Provide the board with timely and accurate information and advice on student learning and school operation. Effectively manage and administer finance, property, and health and safety systems. Effectively manage personnel, with a focus on maximising the effectiveness of all staff members. Use school/external evidence to inform planning for future action, monitor progress, and manage change. Prioritise resource allocation on the basis of the school’s annual and strategic objectives.

Systems: How things work around here

Principals who develop and use management systems to support and enhance student learning:

• know about effective management practice and systems, and model consistent use of them
• prioritise and resource selected areas targeted for improvement
• use evidence to monitor progress, plan, and manage change
• delegate the running of systems to appropriate school staff
• establish contingency strategies for when unforeseen circumstances arise.

Every school needs to have systems that help create the conditions for staff and students to work effectively together. Everyone appreciates simple, clear goals, and effective processes. School systems provide and effectively communicate the ground rules for everyone. They ensure a measure of consistency in approach and action across the school.

Effective management systems are crucial to sustaining quality teaching and learning. Such systems involve setting up processes and structures for school self review, external review, performance management, student assessment and reporting, curriculum organisation, and timetabling. Good systems help reduce distractions from the core focus on teaching and learning.

Effective management of systems and structures ensures that the school is an open organisation where everyone is familiar with everyone else’s roles. The cultural norms of the school that flow from such systems strengthen cohesion and support a smooth operation so that learning is maximised.

Because New Zealand principals work in self-managing schools, they have some autonomy to manage resources to meet the needs of their school communities. They can shift resources and structure systems to better meet the learning needs of all their students.

Principalship requires a mix of professional knowledge and expertise along with the ability to develop and manage systems efficiently. Except in very small schools, the principal is likely to delegate aspects of the management systems to other staff.