Staff+Duties+and+Responsibilities+Policy+and+Rationale


 * Staff duties and responsibilities policy **

** 1.0 Purpose **
- To express the expectations of appropriate professional practices and ethical behaviours in order to ensure that staff act in a professional manner and accept responsibility. - To assume responsibility for providing students with the knowledge and skills necessary to become effective learners and ultimately responsible, valued members of society. - To ensure the safety of all members of Apocrypha Secondary College. - To ensure good working order of the school program. - To ensure that ethical and professional practices with students, parents, and colleagues are consistent with school and legislative regulations.

The following duties and responsibilities have been put into place and are expected of all Apocrypha Secondary College teaching staff. 2.1 Adhere to the principles of the Victorian teaching profession Code of Conduct and Code of Ethics. 2.2 Attend school and key knowledge area meetings, contribute to the development of school policies and programs, and plan individual courses with other subject teachers. 2.3 Keep a record of plans for each lesson and any other relevant information: A means of motivating, engaging, and helping students achieve appropriate learning objectives should be well thought out and prepared in a reasonable amount of time prior to each lesson. 2.4 Follow the school timetable punctually. 2.4.1 Arrive to class on time. 2.4.2 Arrive at school a reasonable amount of time prior to the beginning of classes and remain at school a reasonable amount of time at the end of the school day. 2.5.3 Notify the principal and other appropriate staff members prior to absence from duty. 2.6 Record attendance of students in every class. 2. 7 Regularly evaluate the progress of each student and keep students and parents/guardians informed of achievement in accordance with the school’s assessment and reporting policy. 2.8 Continually develop understanding and use of teaching aids and techniques in accordance with the school staff performance and professional development policy and apply the new skills and concepts to classroom and school activities. 2.9 Engage in ongoing critical reflection of teaching methods and record ideas for improving future lessons. 2.10 Incorporate ICT into a variety of different and innovative teaching techniques. 2.11 Implement responsibilities stated in the individual differences and inclusiveness policy with an emphasis on      awareness of individual student ability, personality, need, and preferred learning style and accommodation for differences. 2.12 Stay current with changes in knowledge and content of applicable teaching areas. 2.13 Observe duty of care for all students during all educational activities. 2.14 Implement school rules in accordance to the student behaviour and discipline policy. 2.15 Report any damaged equipment or untidy areas. 2.16 Take on tasks assigned by the principal or head teacher in addition to regular teaching duties provided the individual possess the appropriate qualifications, training, and experience. 2.16.1 Supervise other classes as required. 2.16.2 Perform lunchroom, hall, and yard duties stated on the daily schedule. 2.16.3 Contribute to co ‐ curricular programs.

The following duties and responsibilities have been put into place and are expected of head teachers. 3.1 Assume responsibility for leadership and management of the school. 3.2 Exemplify an outstanding level of teaching. 3.3 Supervise teaching staff and provide expert advice on subject content and appropriate methods for teaching and learning. 3.4 Take on the supervision and training of pre-service teachers. 3.5 Arrange and conduct regular key knowledge area meetings. 3.6 Make significant contributions to the development and implementation of the curriculum, school policies and programs. 3.7 Provide numerous means of professional development programs and opportunities. 3.8 Take responsibility for matters of discipline beyond primary classroom management. 3.9 Assist with various extracurricular activities such as sport, excursions, and camps.

Graduate teachers are expected to observe the duties and responsibilities of all teaching staff with the support of a mentor and other advanced teachers with emphasis on the development of classroom management, subject content, critical reflection, and professional development. 4.1 Complete teacher registration in accordance to VIT regulations

5.1 Administrative duties and responsibilities are outlined in the administrative employment contract. 5.2 Administrators are expected to attend professional development programs in accordance with the professional development policy of the school.

6.1 Principal and assistant principal duties and responsibilities are outlined in the administrative employment contract. 6.2 Principal and assistant principal organise and conduct professional development programs in accordance with the professional development policy of the school.

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Apocrypha Secondary College recognizes that the allocation of certain duties and responsibilities are imperative for implementing professional standards and maintaining proper functioning of a whole school program. (DET website, October 2009) ====== Teachers are a vital component of the school system due to their inevitable influence on the lives of their students (Fogarty, 2001; Hattie, 2003). This influence and support helps build up the foundation of Apocrypha Secondary College. In order to maintain a solid foundation, certain obligations must be upheld. Adherence to code of conduct and code of ethics is encouraged for the general management of a school and is required by legislative bodies (DEECD website, October 2009; Weingartner, 1999). Regular school meetings are held in order to keep all staff informed of current school program information and upcoming school events. Key knowledge area meetings should be held frequently amongst same key knowledge area teachers in order to improve teaching and learning within the school, keep courses consistent with one another, develop effective and creative methods of teaching course objectives, and discus lesson schedules and assessments in order to avoid overloading students with excessive work. Motivating and engaging lessons should be planned in advance in order to ensure effective and efficient rendering of learning objectives (Cangelosi, 1992). Punctual adherence to the school timetable helps maintain an organised and efficient agenda and sets a positive example of time management for students (Cangelosi, 1992).

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The Department of Education and Training’s (DET’s) policy requires schools to monitor and record student attendances and absences on at least each half-day. Secondary schools must also monitor and record Victorian Certificate of Education (VCE) student attendance at each class as required by the Victorian Curriculum and Assessment Authority ((VCAA website, October 2009, VAGO website, October 2009). ======

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As assessment and reporting is imperative to improving student performance and achievement (Dillon & Maguire, 2007), it is a fundamental duty every teacher must assume responsibility for. Assessment is an integral part of teaching which can be used to help design lessons that guide students’ achievement of learning objectives and engages students with learning activities (Cangelosi, 1992) ====== With the aim of improving education for students, schools have a responsibility to utilise all of the resources at their disposal. The capacity for autonomous self-development amongst teaching staff is one of the most valuable resources (Blatchford, 1985). In the context of education, professional development is any activity that increases a teacher’s skills, knowledge or understanding (Wellington, 2006). Professional development programs have been put into place at Apocrypha Secondary College in order to promote understanding of the curriculum, delivery of course content, application of various classroom management and teaching strategies, and evaluation of learning. Teachers are encouraged to incorporate ICT into lessons as a means of promoting students’ curiosity, critical thinking, and application of technological resources and skills in a technologically advanced and ever changing society (Mc Carney, J.2004). In order to maximise individual student achievement all teachers must recognise and accomodate individual student ability, personality, need, and preferred learning style (Cangelosi, 1992). Understanding of current information is essential for the accurate planning and instruction of learning objectives for key subject areas. The high court states that, “A school and a teacher are obliged to provide a safe environment for a student.” And that a teacher must take all reasonable care to provide a suitable and safe place and to provide an adequate system to ensure that no student is exposed to unnecessary risk of injury (VIT website, October 2009). Similarly, it is important that school staff be aware of any damaged equipment or untidy areas in order to prevent harm from coming to any individuals. It is necessary for teachers to occasionally accept additional duties in the event that the school is understaffed due to other teacher absences or certain programs require extra time and attention.

As a teacher gains experience, he or she is able to contribute more to the whole school program. Head teachers are encouraged to assume roles of leadership and management, demonstrate exceptional knowledge and practice of teaching and learning, supervise and advise teachers and pre-service teachers as a means of maintaining quality control and enhancing skills, knowledge, and performance of the teaching workforce (Blatchford 1985; Cangelosi, 1992). It is appropriate that head teachers organise meetings for staff of key knowledge areas in order to provide knowledge and advice on various learning and teaching strategies which may help improve student performance (Blatchford, 1985; Cangelosi, 1992; DEECD website, October 2009). In order to evaluate and promote and advance the school program, head teachers are expected to contribute to the planning of curriculum, school policies, and professional development programs (Blatchford, 1985; Cangelosi, 1992; DEECD website, October 2009).

The primary focus of the //graduate teacher// is the further development of teaching competency, understanding of key knowledge areas, and strategies for classroom management while mentors and other advanced teaching staff provide support and guidance. Additionally, legislative bodies require graduate teachers to complete appropriate criteria in order to register as a teacher.

Apocrypha Secondary College recognizes that various other roles apply to administrative staff and principals in accordance with the rules and regulations set by legislative bodies (VIT website, October 2009; Administrative officer, 2008)

Blatchford, R. (Ed.). (1985). //Managing the secondary school//. London: Bell & Hyman Limited.
 * References: **

Cangelosi, J.S. (1992). //Systematic teaching strategies//. White Plains, NY: Longman Publishing Group.

Dillon, & Maguire, (2007). // Becoming a teacher: Issues in secondary teaching. // New York, NY: Open University Press.

Fogarty, R. (2001). __Teachers make the difference__: The framework for quality.

Hattie, J.A.C (2003). __Teachers make a Difference__: What is the research evidence? The ACER Annual Conference, Melbourne.

Mc Carney, J. (2004). __Effective models of staff development in ICT.__ European journal of Teacher Education, 27(1): 61-72

Weingartner, R.H. (1999). //The Moral dimensions of academic administration//. Lanham, MD: Rowman & Littlefield Publishers, Inc.

Wellington, J. (2006). //Secondary education//. New York, NY: Routledge. Retrieved October 2009, from Department of Education and Early Childhood Development Web site: [] Retrieved October 2009, from New South Wales Department of Education and Training Web site: []

Retrieved October 2009, from Victorian Auditor-General’s Office Web site: []

Retrieved August 2009, from Victorian Curriculum and Assessment Authority Web site: []

Retrieved October 2009, from Victorian Institute of Teaching Web site: []