Lutheran Education Australia

RESOURCES FOR SCHOOL GOVERNANCE HANDBOOK

June 2001

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FOREWORD
This resource book is the combination of the efforts of many people from across Lutheran Education Australia. Its genesis is in a long felt need from districts that more needs to be done to assist school councils in their important role. The development of this resource book is a joint initiative of the various District Education Committees and the Board for Lutheran Schools. In June 2000 Dr Neil Dempster of the Centre for Leadership and Management in Education at Griffith University was engaged to conduct a workshop. This workshop clarified the purposes of such a resource book and began the task of identifying what should be in it. It made a number of recommendations to the Board for Lutheran Schools. Those who attended the workshop included: B Kahl, R Hunter, A Wiebusch, A Jericho, R Hauser, L Fyffe, D Smith, B Schneider, C Field and R Dillon. The recommendations of the workshop were handed to a group based in Queensland. This group included: R Hunter, R Hauser, L Fyffe, R Kleinschmidt, B Matthews, D Muller and A Jericho. This group took the workshop recommendations and began the task of gathering resources. Some members of this group contributed significantly to sections of the resource book. Their work provides the basis for the resources included in this resource book. We acknowledge all those who have contributed material. In particular the Immanuel College Council Handbook was very important for the section on Governance. The Association of Independent Schools in Queensland provided important resource material for the section on Legal Matters. Noel Volk was engaged during 2001 to edit the text and write material for those sections that were short of material. We thank him for his work. This resource book will now be taken up by district directors for in-service activities. It is commended to school councils for their study. Feedback should be provided to district directors. This resource book should be regarded as a dynamic document and will benefit from ongoing feedback and suggestions.

Adrienne Jericho National Director for Lutheran Schools

Barry Kahl Roger Hunter Director of Lutheran Schools Director for Schools SA/NT/WA LCA Qld District

Alan Wiebusch Director for Lutheran Schools SE Region

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Introduction School and church School history, philosophy and vision statement Processes of governance Principal : role, responsibilities and relationships Staffing : policies and procedures Students : needs, programs and services Financial matters Legal matters

4 8 20 30 50 56 60 65 83

Contents

Plant, facilities and physical resources 101 Public relations and marketing 104 Appendices 107 Appendix A School constitution and current school information Appendix B Relevant Church and school policies Appendix C Sample policies for schools

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The importance of a handbook for school councils

Introduction

The purpose of this resource book

Glossary of terms used in this resource book

How this book can be used in the development of local governance policy 6

Exemplar: Introduction to School Council Handbook

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1.

The importance of a handbook for school councils

The BLS believes that it is important for each school council to have a governance handbook that is readily available, accessible and up-to-date. Each councillor should receive a copy of the school council handbook as part of his or her orientation and induction. Intended use A reference and resource for councils to guide good governance A manual for orientation and induction of new councillors A basis for regular self appraisal by the council and councillors Expected outcomes The handbook will assist school councils in being more effective in fulfilling their important function of governing a school. In particular it will guide them as they give attention to critical areas of governance such as policy development, future planning and accountability. Contents A handbook will be a composite of policies, procedures for good governance and upto-date local school documents and reference material. As such the handbook will enable each councillor to access vital information from one source. It is recommended that the council conduct a workshop using this resource as the focal point. It is also recommended that each year the council review the handbook to ensure that it is up-to-date and contains any new policies.

2.

The purpose of this resource book

This resource book has been written in response to many requests from school councils for assistance. It is a partnership project of both the Board for Lutheran Schools and the District Education Offices. As such it is an indication of the importance placed on school councils by the LCA. This resource book has been compiled by a group based in Queensland. Its structure and organisation were developed at a workshop held in Brisbane in June 2000 which was facilitated by Griffith Universitys Centre for Leadership and Management in Education. Functions It is envisaged that it will have three key functions: (a) indicate to school councils the types of issues and areas of school policy that they need to address and the topics that ought to be in a school governance handbook (b) provide examples of policy documents and material that could be in a handbook (c) provide resources for school councils in developing their own handbook The material has been provided electronically so that school councils can use it efficiently. In some areas of governance the material will be able to be used as is. In other areas it is deliberately written to assist schools as they tailor content to their local needs.

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3.

Glossary of terms used in this Resource Book

BLS Chairperson Council Councillor DEC Director Governance Board for Lutheran Schools Chair, Chairman The body responsible for governance at the school level. It may be known variously as school board, college council, school council A member of a school council District Education Council District Director for Schools Those functions that are the responsibility of the school council. A definition of governance is the provision and maintenance of a framework of policies and procedures, and accountability for the school Lutheran Church of Australia Those functions that are the responsibility of the principal. A definition of management is operations that put into effect policies and procedures Person with chief executive status in a school campus or sub-school The early childhood centres, P-12 colleges, secondary colleges, secondary schools and primary schools which operate in the name of the Lutheran Church of Australia

LCA Management Principal School

4.

How this book can be used in the development of local governance policy
Some schools already have a well thought-out and comprehensive school council handbook. They are encouraged to use this resource book to: review their handbook add or delete areas/topics that may be (in)appropriate for a governance handbook use the resource book for some governance inservice or appraisal of itself On the other hand, those schools which do not have an adequate school council handbook or do not have one at all are encouraged to use this as a resource to: review and develop a handbook use the process as an opportunity for some governance inservice and to appraise its own effectiveness Next step It is recommended that those schools which use it to either begin or review fully their own governance handbook, contact their district director for assistance in the process. The chairperson has a critical role in facilitating this. The principal should also be used as a resource person and provide necessary secretarial support. Set out in Section 5 below is a sample introduction for use in individual school council handbooks.

5.

Exemplar: Introduction to School Council Handbook

Welcome to the school council of [Name of school]. This handbook will be an important resource for you as you carry out your responsibilities as school councillor.

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Reading the handbook will be an important part of your orientation as a member of this council. If you have any questions on this handbook you should feel free to raise them with the Chairperson. You will soon realise as you read the handbook that yours is an important and responsible role. The defined role of the school council contributes significantly to the success of this school. When this role is fulfilled well, all benefit. However, when it does not fulfill its role well or goes beyond its customary role, the consequences can be very serious for the school. It is your responsibility to keep this handbook up-to-date, both destroying old and inserting new material. In accordance with our governance policy you should retain this handbook in a discrete place and you will be asked to return it when you leave council. May God add his blessing to your work as a councillor and may you find joy and satisfaction in your service. We look forward to working with you as your talents contribute to the work of this school council. Chairperson

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School and Church

The Lutheran Church of Australia, its schools and its governors

10

How the Church and its districts support its schools

11

systems finance role of district director/secretariat services

Lutheran schools : a snapshot

16

The BLS web site as a resource to schools

18

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School and Church

About this section This section relates the Lutheran school to its district education structure, the national Lutheran education scene and other Lutheran schools generally. This is a very important section since Lutheran schools are not independent schools, but are established by either a district, congregation(s) or an association for a specific church related purpose. It is important that all councillors understand this. All Lutheran school councils are ultimately accountable to the relevant structure of the LCA. It is important that all school council handbooks have the following headings: 1. 2. The Lutheran Church of Australia, its schools and its school councillors District Education Committee [Insert appropriate document] (a) SA/NT/WA (b) SE Region (c) Queensland Facts and figures about Lutheran schools generally Church resources for LCA schools

3. 4.

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1.

The Lutheran Church of Australia, its schools and its governors

[Name of school] is a school of the Lutheran Church and as such is part of the mission and ministry of the Church to its community. As a school of the Lutheran Church of Australia (LCA), the school council is directly responsible to [insert appropriate body] and provides annual reports for approval by this body, which also elects the school council. The district has an important relationship with schools, and on behalf of schools, through the appropriate District Education Committee and director. The chief executive officer of the District Education Committee is the district director for schools, and is responsible for providing regular oversight and support for the school on behalf of the district. The director maintains regular contact with the principal and may attend meetings of the school council from time to time. Through the director the district is responsible for a number of key functions, which are described in the next section of this handbook. In general the district acts to ensure that the school operates as a school of the LCA. The LCA has a number of policy statements that impact upon the way [Name of school] operates. These are developed by the Board for Lutheran Schools (BLS) and include The LCA and Its Schools and LCA School Staffing polices. The key policies are located in the Appendix. These policies are designed to promote the school as a school of the LCA and to enable the school to be all that the Church desires. The National Director is the Executive Officer of the BLS and is responsible for representing Lutheran schools at a national level with both government and Church. The BLS also provides leadership in national Lutheran policy development and support of Christian Studies at both a district and school level. [Name of school] is thus part of the network of Lutheran schools within the district and across Australia. These schools have a common set of values and mission, and work interdependently, whilst at the same time valuing their individuality and respecting the areas for which the Church has responsibility. The Lutheran Church sponsors Lutheran schools in order to make Jesus Christ known to students and families within education institutions. Therefore the school will pursue what is educationally best for each student, within a Christian context and from a Christian point of view. As a Lutheran school, the school can never sacrifice its spiritual centredness. At the same time, as an educational institution, the school desires to provide a high quality educational program. The council is to ensure that a balance between these perspectives is maintained.

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2.

How the Church and its districts support its schools

SA/NT/WA District Lutheran schools and kindergartens in South Australia, Northern Territory and Western Australia are members of the Lutheran Schools Association of South Australia and Northern Territory Incorporated [LSA] and may be either system or associate members. System members receive Commonwealth recurrent funding through the Lutheran Schools Association, accept the association as the authority in dealing with the Commonwealth and are the primary, combined and secondary schools in South Australia. The kindergartens in South Australia and the schools in Northern Territory and Western Australia are associate members, which have the same rights and responsibilities as system members with the exception being that these schools have individual funding arrangements with governments. LSA member schools elect a council to provide support for and general oversight of schools, while committees in the areas of education, indigenous education, industrial and finance support the work of the council. In addition, in South Australia, the Association is responsible for representing school councils in collective bargaining agreements with staff. The council reports to the Lutheran Church of Australia, South Australia/Northern Territory District and to the Association, but the relationship of the Association with the Lutheran Church of Australia, West Australia District has not yet been defined. A copy of the constitution of the Lutheran Schools Association should be readily available for members of school councils. The Chief Executive Officer of the Lutheran Schools Association is the Director of Lutheran Schools, SA/NT/WA. The director is responsible for providing regular oversight and support for schools and kindergartens on behalf of the Association and the district. Duties of the director also include that of spokesperson for and to Lutheran schools in the Association, the upholding of the mission of the church, encouragement and support for educational effectiveness, involvement with principal selection and appraisal, the administration of individual schools, and support for the appropriate governance role of councils. In addition to the director other officers are employed by the Lutheran Schools Association to staff the Lutheran Schools Office at 137 Archer St, North Adelaide. An Administrative Officer provides administration support for the director and works especially in the area of finance and system funding, new school development and the industrial arena. The Professional Development Coordinator is concerned with curriculum issues and the professional development of school staff. An Indigenous Education Facilitator provides support for schools in that area. A support staff includes an Executive Assistant to the Director, Finance Officer, as well as secretarial staff.

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SE Region
Within the mission of the Lutheran Church of Australia the South Eastern Region Schools Department provides leadership in supporting and developing Christ-centred, quality education in the school communities of the district/region. The Schools Department operates on behalf of the Lutheran Church of Australia Victorian District and New South Wales District in partnership with congregations and schools. The staff of the Schools Department implement the policies of two district appointed committees: the Council for Lutheran Education (Vic and Tas) and CLE (NSW). Within the SE Region, the Victorian Lutheran schools are funded and recognised by the Commonwealth as a System, The Victorian Lutheran Schools Department. At least once a year all Victorian Lutheran schools send representatives to the Assembly meeting which is the forum to direct the formula for funding individual schools and major financial decisions for grant money for the next year.

THE SOUTH EASTERN REGION SCHOOLS DEPARTMENT WILL:

Assist each school to have a clear, shared understanding of the mission of the Lutheran Church of Australia. Support the schools and kindergartens in: securing Christian staff principal/staff development policy and curriculum development effective financial management caring for employers legal and operational management

Provide care and support for all department staff and workers. (Industrial aspects) Initiate and manage planned development of schools and kindergartens, including new schools/kindergartens in the Region. Liaise with Church departments, government and other systems, authorities and institutions on behalf of Region schools. Consult with schools and kindergartens in the process of formulating strategic plans for education in the Region. Uphold and safeguard the Confessional teachings of the church in the formal education ministry of the schools.

SCHOOLS ARE REQUIRED TO COMMUNICATE TO THE SCHOOLS DEPARTMENT INFORMATION IN REGARD TO:
Census material, government financial returns, major expansion, loan applications, staffing information, budgets and financial audits, major capital works, BLS official returns and other administrative based material as required.

PERMANENT SCHOOLS DEPARTMENT STAFF assist in the implementation of the above services. The Department consists of a Director, Business Manager and Secretary . OTHER SUPPORT GROUPS
Industrial Committee Curriculum and Professional Development Committee Special task forces as required Four cluster groups consisting of: the Wimmera, Western District, Central area and New South Wales Schools. Principals, staff or council members may be represented in these clusters

CONSULTANTS are employed as required.

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Queensland
1. The Schools Department Schools Assembly, Schools Council and Secretariat The Schools Department is responsible to the District (Lutheran Church of Australia Queensland District) for all aspects of childcare and formal education provided by the District or Congregations in Schools*. * The term schools here means all child care centres, community centres and kindergartens, preschools, primary schools and colleges owned and operated by the district or a congregation under a constitution or by-laws approved by the district. The district has a range of by-laws which relate to the School Department. A brief summary of the structure outlined in that document follows: Schools Department Consists of the Schools Assembly and Schools Council, supported by a Secretariat. Schools Assembly Structure Comprises representatives from all schools Meets at least once a year Each school nominates one voting (Lutheran) member and (optional) one non voting member Decisions shall be by a two thirds majority of those present Tasks Receive, review, (alter/veto) all recommendations of the Schools Council to Lutheran Church of Australia Queensland District with regard to: policy affecting schools schools department budgets formulae for the distribution of government funds granted to the department. Schools Council Structure 12 members, elected at Synod 6 members from school administration or governance 1 member parish pastor 3 members class teachers 2 parents (not professional educators) Plus President or nominee plus (option) One member appointed by District Church Council Meets at least every second month. May appoint standing or temporary committees. Membership Length: 2 to 4 (Convention) consecutive terms Tasks A number of by-laws, with 43 separate clauses within six sections focus on policy, planning, coordination, communication and management. These matters include oversight of schools: staffing, professional development of staff, finances, industrial relations, links to other educational and government bodies. As well new school policy is included, together with enrolment, staffing and salary guidelines for all schools. A major priority is to maintain cooperative relations with the Church at large, and to resolve conflict. Reports from across the spectrum of its activities are also required. The Schools Council currently has four standing committees that support its work. They are: Curriculum Early Childhood

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Finance Workplace Relations The Secretariat (By-law 8.1) The Schools Council shall establish a secretariat which shall consist of the Director for Lutheran Schools in Queensland and such additional staff as may be determined from time to time by the Schools Council and approved by the Schools Assembly and the district. The Secretariat now includes: Director for Schools PA to Director and Workplace Relations Officer Business Manager Assistant Business Manager Workplace Relations Officer Education Officer Curriculum (P-10) and Professional Development Education Officer Early Childhood Assistant to Curriculum and Early Childhood Officers The role of the Secretariats members is to act as executive officers of district level committees and task forces, where appropriate, and to be both resource and support persons for the well being of the districts centres, colleges and schools. As well, the Secretariat has the responsibility of maintaining and developing cooperative relationships with the Church at large (specifically the District Church Council), and other school and state agencies or authorities. It takes this up also at the interstate or federal level through liaison with the National Director for Lutheran Schools and the Board for Lutheran Schools.

2.

Elections and Appointments How does one become a member or a representative on the Assembly, the Council and the Committees? For the Assembly Each school shall determine the method of selection of its representative. (Note: A common pattern of representation has been established, since the introduction of the Assembly. This is to nominate each principal/head/director and the chair of the school/college/centre council, if available.) For the Council Membership is to follow the categories of representation already outlined. Under By-law 6.5(f), Schools Council is responsible for seeking from nominating bodies their nominations for positions on Schools Council and to present these to the Schools Assembly, prior to recommendation to the Nominations Committee. Nominating bodies are: schools committees, councils or boards for those eligible under Clause 3.3, 3.4 and 3.6, schools committees, councils or boards, teachers conferences and staff associations for those eligible under Clause 3.5, all Congregations and the Church Council for all positions. For Standing Committees Nominations traditionally have been made by the Committees themselves based on committee balance, representation, expertise and specialisation. Nominations are taken up and further reviewed by Schools Council. The Schools Council is the appointing body for its committees.

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An Invitation Members of the Lutheran schools wider community may also be interested in providing expressions of interest for committee membership. The Council Chair, the Council Secretary and/or its Executive Officer would all welcome this advice.

3.

Functions of district director 3.1 The priority function is to support the well-being, in all ways, of the districts schools, centres and colleges. This will involve, as appropriate, participation in school meetings, workshops, research, the circulation of current information and advice on due process. 3.2 A particular emphasis is placed on working with governance and leadership matters, as well as supporting co-operative communications and projects amongst schools. 3.3 The director will visit schools and attend meetings of school councils from time to time on the basis of the above responsibilities.

4.

Responsibilities for schools Centres, colleges and schools and their councils link directly with the Schools Department through a range of activities, including: 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 Council minutes (on a compulsory and/or cooperative basis) Enrolment, staffing and financial returns Requests for infrastructure change or development/including site, enrolments and financial/loan limits) Council memberships Annual financial statements and census (federal or state) returns Database information Processes for appointing principal, chaplain/school pastor, bursar and personnel on contracts Motor vehicle and equipment leasing Staff vacancies (Teachers On Net) and databases Professional development and curriculum matters Major contract endorsements Principal Appraisal for Development planning

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3.
1.

Lutheran schools : a snapshot [at 2001]

A world wide phenomenon
Lutheran schools operate in: North America Canada, USA South America Brazil, Venezuela Northern Europe Scandinavia, Germany Africa South Africa, Tanzania, Zimbabwe Asia India, Indonesia, China, Hong Kong, Japan, South Korea. Australia In every state. Our nearest neighbour Papua New Guinea has a network of over 300 Lutheran schools. Lutheran schools are a major force in education world-wide.

2.

In Australia
The first Lutheran school was established in 1839 in Klemzig, South Australia. The oldest Lutheran primary school is St Michaels Lutheran Primary School, Hahndorf, South Australia, which opened in 1840 The oldest Lutheran secondary school is Concordia College, Adelaide, South Australia, which opened in 1890 at Murtoa, Victoria, before moving to South Australia (See note below) The youngest Lutheran schools (opened in 2001) are: Pacific Lutheran College, Caloundra, Queensland Living Faith Lutheran Primary School, Murrumba Downs, Queensland Vineyard Lutheran School, Clare, South Australia Encounter Lutheran School, Victor Harbor, South Australia The smallest Lutheran school is Murtoa Lutheran School, Murtoa Victoria, with an enrolment of 33. The largest Lutheran school is St Peters Lutheran College, Indooroopilly, Queensland, with an enrolment of 1654
Note: The Hahndorf Academy, later renamed Hahndorf College, commenced as a private school teaching secondary students and training teachers. From 1876-1883 it was owned by the Lutheran church; hence it could be regarded as the first secondary school.

3.

Lutheran schooling is about

Excellence in education Preparing the next generation through a values-based schooling Witnessing to Gods love in Jesus Christ Teaching the Christian faith Working with families Being accessible to the diversity that characterises Australia Operating from a coherent world view that is based on the belief in God Developing the full potential of each child

4.

Lutheran schools future developments In 2001

Victor Harbor SA - Encounter Lutheran School Clare SA - Vineyard Lutheran School Murrumba Downs Qld - Living Faith Lutheran Primary School Caloundra Qld - Pacific Lutheran College Mandurah WA - Living Waters Lutheran College (second primary campus)

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In 2002 proposed
Sydney - Good Shepherd Christian College First Lutheran school in Sydney Auckland Gateway Lutheran School (K-8) First Lutheran school in New Zealand for almost 60 years Illawarra (K-12) Bunbury (P-12) McLaren Vale SA - Tatachilla Lutheran College (expansion into primary

Number of schools
There are 81 schools in Australia: State South Australia Northern Territory Western Australia Queensland Victoria Tasmania New South Wales TOTAL Primary 24 3 0 15 11 1 3 57 Secondary 6 1 0 5 1 0 1 14 Composite (Primary/Secon dary) 2 0 1 6 1 0 0 10 Total 32 4 1 26 13 1 4 81

In addition there are 28 Lutheran kindergartens and early childhood centres, primarily in Queensland.

Enrolments
Enrolments total 24.950 as follows:
South Australia Northern Territory Western Australia Queensland SE Region (Vic/Tas) New South Wales TOTAL

2000

(As per census August 2000)

Primary 4365 539 0 3699 1534 720 10857

Secondary 2922 224 0 2139 821 238 6344

Composite 838 0 534 5853 524 0 7749

Total 8125 763 534 11691 2879 958 24950

Staffing
South Australia Northern Territory Western Australia Queensland SE Region (Vic/Tas) New South Wales TOTAL

2000
Primary 305 32 0 231 95

(As per census August 2000)

Secondary 260 44 0 177 70

Composite 49 0 31 436 41

Total 614 76 31 844 206

47
710

24
575

0
557

71
1842

For an updated copy of this information please refer to http://www.lca.org.au/schools/whowefabfacts.htm

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4.

The BLS web site as a resource to schools

http://www.lca.org.au/schools/schools.html Who we are News and Events Policy and Resources Curriculum Staffing School Search

Directory

(see detailed listing below)

Policy and Resources Part 1 Part 2 Part 3 Part 4 Part 5

http://www.lca.org.au/schools/policiesresonline.html

LCA Schools Directory Policies and statements for Lutheran schools Resources for Lutheran schools Board for Lutheran Schools Member manual District Policy and Procedures http://lca.org.au/schools/whoweare.html

Part 1 LCA Schools Directory 1.1 Who we are 1.2 Fabulous Facts 1.3 Schools Offices

Part 2 Policies and statements for Lutheran schools http://lca.org.au/schools/policiesresonline.html#schools 2.1 Synodical Policies and Statements 2.1.1 Policies Relating to Staffing in Lutheran Schools 2.1.2 Policy Statement for Lutheran Early Childhood Services 2.1.3 The Teacher in the Lutheran School 2.1.4 The LCA and Its Schools 2.1.5 Board for Lutheran Schools Constitution 2.1.6 Model Constitution Draft 2.1.7 LCA Sexual Abuse Policy 2.2 BLS Policies and Statements 2.2.1 Procedures Relating to Staffing in Lutheran Schools 2.2.2 Guidelines for good practice : protocols for the appointment of staff, teachers and principals in Lutheran schools 2.2.2.1 Exemplar Principal Job Description 2.2.2.2 Exemplar Contract for principal 2.2.2.3 Letter of appointment : Teachers in Lutheran schools 2.2.2.4 Exemplar of a good advertisement 2.2.2.5 Paedophilia 2.2.2.6 District involvement at installation of principal 2.2.3 Model policy statements 2.2.3.1 The Principal Responsibilities and Relationships 2.2.3.2 Enrolment 2.2.3.3 Student Behaviour 2.2.3.4 Parents 2.2.3.5 Professional Development of Lutheran Educators 2.2.3.6 Infectious Diseases 2.2.4 Relative Responsibilities of Pastor and Principal within the Lutheran school 2.2.5 Christian Studies in the Lutheran School 2.2.6 Statement of aims for national conferences 2.2.7 Service Award Policy (and application form) 2.2.8 Facts re policies and practices of Lutheran schools 2.2.9 Principals Performance Appraisal Policy and Procedures 2.2.10 Letter of Call for School Pastors

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2.3

2.4

2.2.11 Cultivating Service in Lutheran Schools 2.2.12 Core propositions describing highly effective teachers in Lutheran schools 2.2.13 Support for Principals Advice for schools 2.3.1 Values in Christian Studies 2.3.2 Christian Studies 2.3.2.1 A Policy Development Framework 2.3.2.2 Theological Foundations 2.3.3 National Code of Practice for Sponsorship and Promotion in School Education : Key Principles 2.3.4 Conflict of Interest (In process) 2.3.5 Confidentiality (In process) 2.3.6 Pastor / principal relationships in a parish or congregation / school context 2.3.7 LCA & Ecumenical Schools 2.3.8 De Facto Relationships 2.3.9 Contract Renewal (Principals) Administration 2.4.1 Transfer Fund 2.4.2 Sick Leave Emergency Fund 2.4.3 Lutheran School Leadership Fund 2.4.4 Professional Development Fund (Primary Principals) 2.4.5 Reuther oration 2.4.6 BLS/LLL Loan Facility 2.4.7 BLS New School Development Facility (NSDF) 2.4.8 Statement on levies 2.4.9 LCA church workers salary schedule 2.4.10 Portability of benefits 2.4.11 School Pastors and Recuperative Leave

Part 3 Resources for Lutheran schools http://www.lca.org.au/schools/policiesresonline.html#resources 3.1 School Development Model 3.2 Staffing Information Folder (*) 3.3 LCA Staff Superannuation Folder (*) 3.4 Group Insurance Salary Continuance Plan (*) 3.5 BLS Strategic Plan 3.6 Administrators handbook (In process) 3.7 LLL Representatives Handbook (*) 3.8 LCA Health Insurance Plan (*) (*) Schools have these folders in hard copy (Email this office if you require a copy) Part 4 Board for Lutheran Schools Member manual http://www.lca.org.au/schools/policiesresonline.html#board 4.1 BLS Directory 4.2 BLS Constitution 4.3 Role Statement Board for Lutheran Schools 4.4 Role Statement BLS Executive 4.5 Terms of Reference National Director 4.6 Budget 4.7 Annual financial statement 4.8 Board policies 4.8.1 Approval process for new and developing schools Part 5 District Policy and Procedures http://www.lca.org.au/schools/pliciesresonline.html#district 5.1 SA / NT WA District For an update on this list of policies and 5.2 SE Region resources please refer to: 5.3 Queensland

http://www.lca.org.au/schools/policies.htm

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School history, philosophy and mission

School history

22

Ethos of school school philosophy

23

The schools relationship to the Church/congregation the local context

29

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School history, philosophy and mission

About this section This section of the handbook provides the local context for the school and explains its mission. This has to be worked out locally. It is important that each school has the following headings and text in its handbook: 1. 2. School history a brief history of own school Ethos of school school philosophy; ie, mission values, culture (mission statement) Refer to BLS School Development Model [Website: http://www.lca.org.au/schooldevmodel/LSDM_home.html] The schools relationship to the Church/congregation the local context

3.

In regard to 1 and 2, sample texts have been provided to guide the writing of the local school history and ethos

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1.

School history [SAMPLE]

Australia has had Lutheran schools ever since the first Lutheran settlers arrived in 1839. Even before the government became formally involved in education, Lutheran communities established their own schools because they were concerned about the future of their children. They wanted to provide for the growth of their children spiritually, intellectually, socially and physically. The Lutheran school system has now grown to one of the largest networks of Protestant Schools in Australia. We are currently educating over 25,000 students in 80+ schools across Australia. Towards the end of 1994 a group of people interested in Christian education, and in particular Lutheran schooling, gathered at St Johns Lutheran Church in Perth to learn more about the steps to be taken in establishing a Lutheran school in Western Australia. The chairperson and driving force behind this group was Dr Len Vlahov (father to Andrew, owner of the Perth Wildcats), a committed Christian and Educator who had a strong commitment to Lutheran Education. At the 1994 Convention of the Western Australia Lutheran Church, a School Task Force was appointed to carry out a feasibility study and present their findings. As a result of their studies it was recommended that the first Lutheran school in Western Australia be established in the fast growing area of Rockingham, to commence in 1997. Initially it was to be a single stream primary school, with the aim of expanding to double stream and catering for some 450 students in the future. Since its beginning the school has grown at a rate that far exceeded expectations. From 63 students who began at Living Waters in January 1997, the student numbers grew to over 600 th at the end of its 4 year. Such growth encouraged the School Board to pursue the request of our parents to become a college and provide education from Kindergarten through Year 12, and by the end of 1998 we were granted approval and began work to make this a reality. A Middle School (for Years 6 through 9) was first established to assist our children make the transition as they move towards secondary education and 2001 will see the first year of our Senior School (for Years 10 through 12). In addition a second Primary Campus was also opened in February 2001 at Halls Head.

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2.

Ethos of school

Vision Statement Development

An Overview The process of review, selection, planning, implementation and evaluation necessitates the development of a commonly held view of a broad direction in which the school is to head. Businesses and schools alike often use a Vision Statement to articulate a broad direction and to establish an identity within the community. The Vision Statement in a brief way can communicate: why the school exists what the school is trying to achieve what is distinctive about the school Once formulated the Vision Statement can: clarify and establish the school's identity act as a beacon pointing the broad direction for the school to head act as a starting point for formulating school policies and goal setting inspire commitment to the school and what it stands for In order for these things to occur it needs to be owned by council, staff, principal, parents, students and congregations alike. This being the case, the process of developing a Vision Statement is as important as the statement itself, as it leads people to clarify values, and if done collaboratively can engender a strong sense of ownership and inspire commitment as people actively play a key role in shaping the school's identity. For Lutheran schools it provides a valuable opportunity to state clearly to the community what it is the school values.

A Suggested Process A Vision Statement is the outcome of a conversation among the people involved in an organisation such as a school. The conversation is the most important element in the development of the statement. Full discussion of the key questions Who? What? How? leads to a clearer understanding of a school's reason for existence and results in a deeper commitment to the school. A facilitator who has skill in drafting statements and leading large group discussions is appointed to guide the process. It is recommended that the conversation be informed by a draft statement of the school's beliefs and values which has been prepared by a staff writing team and discussed prior at a prior meeting of the staff. Also recommended is a brief report by a situational analysis working party on the context in which the school currently operates. Phase 1 Gather together a representative group of council members, parents, staff, pastor, and, if desired, students. Where appropriate, congregation members could be involved. A representative of the District Education Committee (eg, district director) could also be a participant.

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Copies of the beliefs and values statement and the situational analysis report (if available) should be distributed for study the day before the first meeting. Session 1 Introduction (Discussion 25 mins) Outline Procedure Brief Presentation on beliefs and values statement situation analysis report Brief discussion Divide groups into groups of six or seven. Each group should have a suitable person appointed as leader. The appointment should be made before the meeting. Session 2 Who ? Discuss questions (25 mins) Who are we? Who are all the parties involved in the school? Whom does the school serve? Summary (10 mins) Give three key points which you wish to share on the question...Who? Write a sentence for each and hand to the facilitator. Session 3 What ? Discuss questions (25 mins) What do we do? What are we trying to accomplish? What difference do we make? Summary (10 mins) List three key points Session 4 How? Discuss questions (25 mins) How do we do what we do? What is distinctive about the way we do things? Ideally what would we like to be known for doing well? Summary (10 mins) List three key points Towards the end of each session the responses of the group for that session are given to the facilitator. Phase 2 The facilitator, possibly with help from another person, prepares a draft Vision Statement which is based on the group responses and takes account of the beliefs and values statements and the situation analysis report. Up to two hours will be needed for this depending on the skill and experience of the writing team. During this time, some other activity would need to be organised for the rest of the group. An alternative at this point is to have the group gather together on the following day or at some other time within the ensuing week. One problem with having a break of this length is that the conversation loses some of its momentum. Phase 3 Each group examines the draft statement focussing on: What is good what do we affirm? (10 mins) What is flawed Elements we question because (15 mins) What is missing Key elements we think are missing (15 mins)

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Phase 4: Towards a final draft The writing team works to improve the draft over an extended period (eg, two weeks or a month). The revised draft is circulated to participants who then gather together in groups to discuss it. The group reactions are recorded by the writing team. Hopefully, at this session the statement will be generally endorsed by participants. Phase 5: Adoption A final draft is prepared by the writing team and referred to the staff for approval. Where considered appropriate, it could also be submitted to some other group (eg, parent body, sponsoring congregation) for approval. A final beliefs and values statement should also be adopted by the staff at this stage. Both statements are then referred to the school council for final consideration and adoption. Phase 6: Acceptance The formal acceptance of the Vision Statement by the school community is an event worth celebrating at a special ceremony.

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Core Values and Beliefs

a.

[SAMPLE]

b.

c.

d.

e. f.

g.

Centrality of the Gospel We acknowledge God's Word as the authority and guide for the community. In it Christ is revealed, providing the centre of all we do under God's grace. Worth of the Individual We believe each person in the community is important, his or her worth attested by Christ, and should be able to reach his or her potential: academically, spiritually, physically, culturally and socio-emotionally. Excellence Our aim is to strive for excellence in an education which is authentic, life related and future orientated. Importance of Relationships We believe that in Christ all are equal, regardless of race, ability, gender or physical nature, and are committed to each other in caring, supporting, encouraging and forgiving relationships. Service We believe that we are to serve one another and the community. Respect for the Environment We believe that the natural environment is to be preserved and protected as we interact with it. Sense of Community We believe that Immanuel is enriched as we develop school pride and spirit and as we interact with the wider community [Source: Immanuel Lutheran College, Maroochydore Qld]

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Vision Statements

[SAMPLES]

Various Vision Statements prepared by Lutheran primary and secondary schools are found below. They are not meant to serve as models for all schools but rather to stimulate thought and suggest ideas which other schools might wish to use or adapt when formulating their own statements. It should be recognised that these statements were developed some time ago and may in fact have been updated. Horsham Lutheran Primary School Jesus directed us Go therefore and make disciples (Matthew 28:19a). As a Christian school community in an environment of love and care, we at Horsham Lutheran Primary School have the unique opportunity to support parents in the Christian Education of their children. With the Church, we have the responsibility of sharing the message of God's saving love, through Jesus Christ, with the children and families of our school community, so all may grow to love and serve the Lord. Wagga Wagga Lutheran Primary School Wagga Wagga Lutheran Primary School will remain at the forefront of education by providing a challenging, enriching experience for children in a Christian environment and will share its vision with others. Good Shepherd Lutheran Primary School Croydon Vic The mission of Good Shepherd Lutheran Primary School is to provide a Christ-centred education which enables the children to come to know and love Jesus. In this environment the children will be led to recognise and develop their unique God-given spiritual, academic, physical, emotional and social potential, that they may become citizens who are prepared to use their talents for their own well-being and the welfare of the community. St Paul's Lutheran School Henty NSW St Paul's offers the community the choice of an educational program in the context of Christcentred relationships. It welcomes the community into its primary school where academic, social and spiritual growing are considered complementary: where excellence is promoted and encouraged as a response of faith: where students are able to have challenging daily work which is both useful and satisfying in which they can develop high intellectual skills, initiative and responsibility recognising each day's work as an act of worship as a valuable investment for their future and that of their family, their church, their community, their nation and this world and in the certainty of eternity. Immanuel Lutheran College Maroochydore Qld We are committed to providing a complete but distinctive education, which prepares for life in family, vocation and community. Our students are encouraged to develop an active living faith a commitment to a life of service to others a positive self concept, self discipline and effective relationships individual talents and physical, spiritual and creative potential skills and concepts of chosen subject areas in preparation for productive and satisfying adulthood inquiring, receptive and discriminating minds with a continuing eagerness for selfimprovement an appreciation of, and respect for, their total environment

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Trinity Lutheran College Ashmore Qld Trinity Lutheran College is a caring Christian community which in partnership with the family provides a quality education. Students are encouraged to continually develop their God given talents in the spiritual, intellectual, physical, cultural, and social spheres, so that they may take up a meaningful role within the College and the wider community. Grace Lutheran College Rothwell Qld Grace Lutheran College is, by the grace of God, a Christian community. We endeavour to continue the preparation of young people for a life of faith and service so that God will be glorified in the world. Our Christian Community is part of God's family. As a family we encourage a working together to build on the foundations laid by God through parents and others in the lifelong process of Christian Education. Within this family, teachers, parents, and students come together to realise God's plan for their lives. We aim to nurture each other into whole people; to assist each other in our work, leisure and service to the community; in pursuit of wisdom and the expression of love which reflects Jesus Christ's life of service to us and God's plan for the world. Each of us is, as the Bible says, uniquely significant, and Grace College exists to reveal and develop our God given gifts, by example and guidance. We aim at drawing on insights of the past and the resources of the present to equip ourselves to reason, create, reflect, communicate, inquire, evaluate; to acquire knowledge and wisdom; to grow in faith and integrity, to be people of Christian conviction with the courage to witness to Christ in society. Our school family also exists to build and strengthen its communal life by exercising the self discipline, concern for others, love and ultimately the selflessness that Christ asks of all of who would follow him.

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3.

The schools relationship to the Church/congregation the local context

The LCA and Its Schools statement (Appendix Part B) indicates: The Lutheran Church of Australia, through its congregations and districts, owns and operates kindergartens, primary schools, and secondary schools in order to make available to its members and to others in the community a formal education in which the gospel of Jesus Christ informs all learning and teaching, all human relationships, and all activities in the school. Thus through its schools the church deliberately and intentionally bears Christian witness to students, parents, teachers, friends, and all who make up the world of the school. In light of this statement, the Church expects the councils and princpals of its schools to: promote the purpose of the school in the local congregation, zone, or district; help the local congregation, zone, or district to use the school as a means of establishing and maintaining contact with the wider community; actively pursue every opportunity for maximising the schools effectiveness as a mission agency of the church.

The 2000 Tanunda Synod resolved: The mission of the LCA is to share the love of God in Christ with the world. Lutheran schools provide the church with many (significant) opportunities to make contact with the people of local communities and to respond to their physical and spiritual need, and so to both demonstrate and declare the gracious love of God. Congregations and schools are encouraged to be more intentional, diligent, sensitive and flexible in responding to these mission opportunities. There needs to be a statement that describes the relationship between the school and its surrounding congregation(s). Such a statement needs to address such issues as: (a) What is the relationship? (b) What is the role of the local pastor(s) in relation to the school? (c) How is faith growth/interest as a result of school ministry nurtured when the person moves out of the orbit of the schools ministry? (d) How can the congregation serve the needs of the school?

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Processes of Governance

Council role and responsibility

31

Relationship to the church (trustee) [including constitution] Strategic orientation Appointment of Principal Monitoring / accountability Principles of effective school governance Member and council code of conduct Delegation (see constitution) Financial and fiscal Leadership planning (Principals and others) Establishment of mission and policy development Council development 38

Orientation of new members Program of education and information Evaluation Succession planning Council procedures 41

Decision making Conduct of meetings Policy handbook Communication (reporting) Role of chair and other officers (vice chair, secretary) Role of executive and sub-committees Council / Principal relationship Council composition

47

Membership Appointments Executive and sub-committees Advisers / consultants Task forces / ad hoc committees

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Council role and responsibility

1. Relationship to the Church

The school operates in accordance with its constitution which is located at Appendix A.1. The council is responsible to the Church for ensuring that the school operates in accordance with the objectives set for it by the Church. It holds the school in trust for the Church. This means that the council reports annually to the Church and operates in accordance with the policies and procedures determined from time to time by the churchs responsible school department / authorities. NB. It is imperative that an up to date version of the constitution is accessible to all members.

2.

Strategic orientation

There needs to be an understanding of the important distinction between a councils involvement in strategic matters and the principals responsibility for operational matters. It is imperative that members of councils know and understand what is meant by the two terms. Clear definition of the difference, and therefore of the roles and responsibilities of the council, school principal and senior administrators is fundamental to this principle. Strategic matters can be defined as long term and are concerned with aims, priorities and future developments. On the other hand operational matters have to do with the implementation of policy and the day-to-day functioning of the school. As these definitions indicate, councils are therefore intended to concentrate their activities on what it is that shapes the overall ethos and purpose of the school. When council members understand the strategic/operational divide, they are well placed to respond to questions or enquiries from members of the school community. From time to time, parents or community members will raise issues with individual council members at school functions. Council members should quickly be able to identify these matters as either strategic or operational. More often than not, when parents seek out or button hole council members, the issues will be operational. A standard reply is available to council members in these cases: You should discuss this matter with the principal and the professional staff at the school. Responding in this way ensures that parents are not under any misapprehension about where school leadership authority and responsibility lie. Taking an operational matter on council personally, creates the impression that the council is in control of the everyday running of the school. It also contributes to an unconscious undermining of the leadership authority of the principal. Both outcomes are clearly not in the interests of keeping clear the function of governance which is the responsibility of council and management which is the responsibility of the principal.

3.

Appointment of Principal

A key function of the council is the appointment of the principal. The principal is the chief executive officer of the school. He/She answers directly to the governing body and is responsible for the administration of the school, its day-to-day management and its financial management. He/She is called upon to exercise educational

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leadership, including curriculum leadership, personal and professional leadership, and the modelling of both Christian lifestyle and commitment and also professional integrity, skill and strength. As a Christian leader he/she is called upon to exercise servant leadership in association and cooperation with school pastor(s) and/or chaplain(s). The LCA requires that the principals of schools should meet the requirements for accreditation by the Church, as prescribed by the BLS through the National Director for Lutheran Schools. This normally implies completion of higher degree studies, with a theological component from a Lutheran tertiary institution. In appointing a principal the council commits itself to: receive the person as principal, a servant of the Lord Jesus Christ, and accord him/her the love, respect, goodwill and cooperation due to the position; support his/her work in prayer, word and deed; undertake to show concern for his/her total well-being spiritual, social, and physical; provide him/her with a salary, entitlements and conditions as mutually agreed; provide him/her with opportunity and support to undertake professional studies which will assist in the ministry to which the principal is called.

4.

Monitoring / accountability

A key function of the council is monitoring the progress of the school in the achievement of its goals. It delegates responsibility to the principal and in return holds the principal accountable. Holding someone accountable begins with making clear what is expected. This involves a clear statement of goals. It is also important for the council to state what reports and the nature of the reports that it requires. The following process may be used by a council to fulfill its monitoring/accountability responsibility. a) b) c) d) Reports from principal regular / annual Financial report regular / annual, audited statement Monitoring strategic plan School evaluation

5.

Principles of effective school governance

Principle 1 The Strategic Role The business of the council is rightly that of setting strategic directions for the school which elaborate its purposes in clear policies, so as to guide the management and staff in leading and managing daily work. Principle 2 Council Power The power of a council is exercised when it speaks with one voice which captures the shared wisdom of the members. The second guiding principle concerns the matter of the power of the council and the contribution of council members to the exercise of that power. It is salutary to consider the claim that an individual council member has no power at all. A council member may have knowledge, expertise, opinions and views which are potentially influential at the council table, but as an individual he or she has no power either formally or informally. The power of the council rests in its collective action. Given this assertion, it is important for council members to recognise what might seem like

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an old-fashioned concept shared wisdom. This is a concept which recognises that each individual brings a certain amount of knowledge and understanding (wisdom) to the council table. This is a significant aspect of the common wealth of a council. In dot point summary, the concept is simple: to each is given a piece of the wisdom to no one is all of the wisdom given we all get different pieces Principle 3 Council Solidarity Once made, a council decision is binding on all council members whose support for the decision is assumed at all times, until such time as amendments or changes are made. The third principle concerns what, in political circles, is known as cabinet solidarity. The concept of council solidarity is consistent with Principle 2 which recognises that the power of the council is exercised through the members speaking with one voice. If this power is to be sustained, then it is essential that council members abide by and work with decisions that are made by the council as a whole, even though they may retain personal reservations about particular decisions. There is nothing worse in governance/management relationships than a council member who consciously or unconsciously white ants the decisions of the council. It is a natural human characteristic to talk about and defend personal positions in the face of collective views, but it requires discipline on the part of council members to acknowledge and advocate all council decisions, whether recorded by majority vote or consensus. Doing so demonstrates a sense of loyalty to the wisdom of the group, but it also assists in developing trust by management in the actions of council members and the council as a whole. These views underpin the third principle. Principle 4 Council Functions The central functions of councils are to provide advice to management, to approve policy which defines the limits of management actions and to monitor the impact and effects of policy in practice. Principle 5 - Ethics Council members have an obligation to focus their decisions on the interests of the school at all times and to act ethically within the law. Principle 6 The Council Agenda The councils agenda should concentrate discussions on ends decisions and stay out of discussions about the means. Principle 7 Decision - making Cohesiveness is maintained in councils when members have a commitment to consensual decision-making on contentious matters. Principle 8 Council Evaluation A council should develop policy and procedures to assist it to review and evaluate its performance regularly. Principle 9 Council / Principal Relationship Councils must actively accept responsibility for and take action to support, develop and review the performance of their principal. Principle 10 Council / Principal Separation The annual use of strategic and operational planning tools helps councils and principals maintain effective working relationships. Returning to these principles from time to time, when matters which raise confusion or ambivalence appear on a councils agenda, is a useful exercise for all concerned with good

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governance. These principles should form the basis of a performance review of a councils activities. The perceptions of council members, together with those whom council decisions affect, are useful indicators of the extent to which councils have lived out these principles in carrying out their governance functions.

6.
(a)

Member and council code of conduct

Mission of the school Each member of a council, whether elected, co-opted or appointed, by virtue of his or her position in the school, has a responsibility to bring to the council table his or her talents and experiences to work towards the schools overall mission and purpose. To this end, there is an obligation on council members to gain an intimate knowledge of the schools history, its educational philosophy and its likely future directions. Council members should be seen as active advocates for the schools educational philosophy and this advocacy should be carried into discussions at the council table. In short, council members are there to maintain, enhance and extend the schools capacities in the pursuit of its mission as a school of the Church. At the heart of this mission is a concern for student learning. If this concern is central to discussion and decision-making at the council table, it will act as an evaluative yardstick against which most council decisions can be assessed. In other words: is what council members do in the best interests of the students within the school a first priority? Concomitant with this, however, is the need to apply the same level of advocacy to those who work within the school to carry the schools mission into reality, namely, the school principal, the senior management and staff. In general the member is to act in the interests of the Church, which owns the school.

(b)

Natural justice Each and every council member has an obligation to work within a code of conduct which accepts the tenets of natural justice as a foundation for decision-making. These tenets include that each council member: act fairly in all dealings act in good faith and be true to his/her word act without bias toward others articulate his/her reasons for or against a decision comply with procedures required by law There is an expectation that council members operate within an ethical framework in which potential conflicts of interest are disclosed and where the issue of confidentiality figures prominently in what they do following council decisions. Ethical behaviour Council members have an ethical obligation to: uphold the laws of the State and Commonwealth and the constitution of the council; carry out official school council decisions and policies faithfully and impartially; treat members of the school community honestly and fairly; treat members of the public and other public officials with proper regard for their rights and obligations; act responsibly in performing official duties; seek to maintain and enhance confidence in the integrity of the school; not improperly use his/her official powers or position or allow them to be improperly used; ensure any conflict that may arise between personal interests and official duties is resolved in favour of the school's interest; disclose fraud, corruption and maladministration of which the council member becomes aware;

(c)

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 (d)

exercise proper diligence, care and attention; ensure resources are not wasted, abused or used improperly or extravagantly.

Fiduciary duty Fiduciary duties are legal and ethical duties which arise from the special position held by directors. Examples of fiduciary duties include: to act in good faith and in the interests of the incorporated body as a whole; to exercise their powers for the purpose for which they were given; to refrain from restricting the future exercise of the powers of directors and management committee members, and to avoid conflict of interest. While each state has its own version, in general the Corporations Law requires directors to: ensure that, while in their elected position or in the future, they do not make improper use of information acquired by virtue of their position to gain, directly or indirectly, an advantage for themselves or anyone else, or to cause detriment to the corporation, and ensure that they do not make improper use of their position to gain directly or indirectly an advantage for themselves or for any other person or to cause detriment to the corporation. Council members should therefore should take reasonable steps to: guide and monitor the management of the organisation and its finances; seek and receive explanations from management when necessary and have management rectify directors' concerns; ensure that the corporation functions profitably and effectively; rely on professional advice if necessary. If a problem does arise and it can be proved that directors relied upon that advice, the council has a good standpoint from which to defend its actions; treat any information as confidential and be careful not to make any improper use of that information. [This is an important section and each school will need to determine the implications for its own legal status.]

(e)

Authority of council members Council members may be required to undertake roles as convenors of subcommittees or task groups or be asked to provide information to the council from their work experience from time to time. In carrying out these duties, the same ethical standards that apply in general must be carried through in particular sub-committee or individual work. As indicated earlier, in sub-committee, task group or individual work, no member of the council has any executive role to fill. Rather the role is to bring forward advice or recommendations for action to the council in order for the council to carry out its collective decision-making processes. No council member should ever expect to be delegated executive control or executive power that is rightly the business of the council as a whole.

7.

Delegation

The principal carries out his/her responsibilities by virtue of delegation from the governing body. The general role of the principal is detailed in the Constitution. The nature and extent of the delegation should be clarified in writing, including the frequency and format of oral and written reporting to the governing body.

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8.

Financial

The constitution will detail the financial responsibilities of the council. Council needs to be aware of the extent of these responsibilities. It has overall responsibility for the long term financial viability of the school. It has responsibility to its Church authority relating to borrowing and purchase of property. It also needs to be clear about what it has delegated to the principal and through the principal to the business manager.

9.

Leadership planning (principal and others)

In most cases the next principal of the school will come from another Lutheran school. This means it is important to stay in touch with the district director in relation to the human resource needs of the school as well as the general educational needs. The district director plays a key role in the appointment of and transition to a new principal. It is important that the district director be contacted immediately there is to be a change of principal. Council needs to be in contact with the principal in relation to other staffing needs. Council needs to assure itself that the leadership of all staff is being developed. The movement of one or two key staff should not impact too drastically on the effectiveness of the school.

10.

Establishment of mission and policy development

A major responsibility of a school council is the development of policy which will enable the school to achieve its stated mission. Policy is generally not about the how, but about the ends. It will guide principal and staff in their work. Council policy will be strategic in orientation rather than dealing with the operational guidelines for policy making. (1) Good policy defines outcomes wanted limitations on how outcomes are achieved who is accountable for the how Deal with policy by addressing the important questions first, not everything in sight Stop speaking when the policy will lead to action which will achieve what is wanted.

(2) (3)

Set out below is a widely used framework for the development of policies. Definition Clear definition of the objective of the policy is essential. This definition should also provide context and where appropriate, link to the strategic plan of the school. Analysis The analysis should consider the current environment including: What are the prevailing influences? Who are the schools main competitors? What are the schools competitors doing? The school should then consider:

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What is its current situation Where the school should position itself How the school can best position itself for the future

Options can be developed including: a liberal, entrepreneurial option (Greenfields) a conservative option (Minimalist) In-between options Evaluation criteria must be developed against which the above options can be compared. Based in this evaluation of the options, a recommendation can be developed. Consultation Consultation with key stakeholders during the policy development stage is essential to ensure that the final policy is acceptable to those it will affect. It is important to road test the draft policy against a sample of stakeholders to gauge their response to the policy. It is also important to clearly explain the policy to all stakeholders once it has been finalised. These explanations can be provided through organised presentations and/or various multi media aids. Implementation Documentation of the policy should be clear and unambiguous to enable easy implementation. Implementation should also be consistent. Review Once the policy has been implemented, it is important to constantly monitor its performance. If the policy is not achieving its objective or is receiving significant resistance from the stakeholders, it will require review and modification. It is also recommended that all policies are regularly reviewed in accordance with a predetermined policy review schedule. It is recommended that the resulting policy statement contain the following components. Policy A clear concise statement of the policy. Rationale This section should describe the rationale behind the policy including its objective. Operational Procedures Operational procedures are required to give clear guidance to those charged with the implementation of the policy. These procedures should be designed to provide consistent application under all anticipated situations. Related Policies Any related policies should be noted. It should be noted that consistency between related policies is vital with all conflicts between policies eliminated.

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Council development
1. Orientation of new members

The chairperson, on behalf of the council, is advised to spend quality time with each new member of council. It is important that new members receive well in advance all documentation. The chairperson should discuss the schools governance handbook with them. Assurance should be sought that they are prepared and able to contribute in accordance with the principles of effective governance.

2.

Program of education and information

The education of council members needs to be a priority. Therefore a council should: involve all council members in continuing education throughout their terms. The chair, and principal are responsible for keeping council members updated about new programs and services and other organisational matters. They may use other members of council for this purpose. establish a communication network to keep council members appraised of activities through newsletters, minutes, media reports, phone calls, thank-you notes and the like. These tasks are just a framework of either the executive or governance committees role. The spirit of the committee is to ensure that the council is doing its job and doing it well, and if not, to come up with ways to remedy that.

3.

Evaluation

A recent report by KPMG into corporate governance concentrated on the processes used by councils to evaluate their performance. The report showed that this kind of evaluation is rarely carried out, implying a sense of governance hypocrisy. Councils themselves demand performance management and evaluative data on company executives and their employees but, at the same time, they fail to put their own performance under scrutiny. Moreover, the report indicated that where evaluation is claimed to occur in the corporate sector, councils say that their own performance is a reflection of the 'bottom line' and that the organisation's financial position is the only true measure of the effectiveness of a council. In other words, if the company is profitable then the council is effective. However, given the people oriented nature of governance in schools, such a measure of effectiveness fails to recognise the range of issues facing councils if they are to evaluate the contribution they are making to the performance of their schools. (a) Issues in evaluation The following list of issues provides a basis for the development of an evaluation agenda, data about any aspect of which should help a council reach an informed view of its effectiveness. The application of appropriate evaluation strategies should enable councils to make judgements about: the extent of the commitment of the council to the goals of the school the level of understanding in the council about the constraints on the school and the context within which it works

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the effectiveness of communication between the council, the principal and the wider school community the extent to which the council acts in keeping with the principles of good governance the level and quality of participation by members in council activity the financial health of the school the extent of the achievement of the school's mission the breadth and quality of the learning outcomes of the students This list is not exhaustive and it begs the question of how a council might go about getting useful feedback to help it identify shortfalls in performance and pathways for improvement. (b) Strategies for evaluation Two general strategies useful in evaluating the performance of a school's council are explained below. Practical examples for each general strategy are also included. (1) Using school performance as a measure of council performance A council should consciously use school performance as a measure of its own performance. This can be undertaken through constant reference to the monitoring processes the council uses to evaluate school policies and programs. In doing so, concentration should be on identifying the achievements of students and the overall performance of the school. Year 12 academic results, and the results of all other years, where they are available, should be compared over time so that a longer-term view of student achievement is available. Student results in academic, sporting and extra-curricular competitions also provide evidence of student outcomes, again preferably with performance comparisons over time. Behaviour management and community service data also help a council understand the effectiveness of the school's pastoral care and how well this aspect of the school's work is being implemented. The centrality of the academic, pastoral care and extra-curricular programs to the mission of the school means that a council would be foolish to avoid taking them into account in reaching judgements about the effectiveness of its governance. If a school is performing badly in any of these areas, then the council must accept some of the responsibility for the situation and examine its policies accordingly. A second strategy is the use of a cycle of review for other nominated areas of the school for which the council has strategic responsibility. These were listed earlier and include the spiritual life of the school, finance and funding, assets, facilities and resources (including information technology), staffing, staff development and industrial relations, and school community communication. (2) Evaluating council governance processes To evaluate the functioning of the council itself, a number of internal and external strategies are suggested. An annual internal appraisal can be carried out by both principal and council members presenting their judgements on a 'report card' of the council's governance processes including how well the council sticks to its principles. The tabling and discussion of this kind of feedback can lead to affirmations of particular ways of working and to improvements in others. A second strategy is to use an outsider with expertise in council governance to conduct a review against 'best practice' criteria through discussions with all council members. The presentation of an anonymised report facilitates open discussion and action by the council on matters where there is common concern. This strategy is best employed when the council is robust and able to take internal criticism 'on the chin' without becoming too defensive.

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Another strategy is to request the benchmarking of nominated academic, pastoral care or extra-curricular programs by the principal against those in other leading schools. The use of this strategy facilitates council understanding of school performance and potential and enables the council to form a view of how well the school is 'travelling' in comparison with others of similar capability. A further strategy relies on the council having a strategic plan and access to the school's annual operational plan. A simple count of the actions it was hoped to achieve in the plan and the extent to which they have been achieved produces a vigorous debate about task completion and the council's role in monitoring implementation. It also raises realistic questions about the difference between council ambition and everyday school reality.

4.

Succession planning

An informed council fulfilling its strategic and policy roles is a real blessing to the school. It is important that a council is prepared for movement of members from the council. Some councils establish a governance commitment to protect and promote the health of the council. A council must act to ensure it is able to fulfill its duties. Succession planning for council involves: developing or updating council members job descriptions. To recruit the most well equipped and balanced council, create a council profile of skills and expertise needed identifying potential council members, maintaining information about candidates, and cultivating and recruiting new members from beyond your traditional circle orienting new council members fully, ensuring that they have adequate materials and understanding of their roles and responsibilities with the council chair, helping evaluate council members individual commitment, support and participation in governance issues observing and evaluating potential leaders within the council evaluating council members eligibility for re-election or re-appointment. If they are not performing well, do not keep them

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Council procedures
1. Decision making

Wherever possible councils will strive towards consensus in decision making: (a) Towards consensus (i) A key point in any consensus includes the need to build pathways to collaboration through team development. This is facilitated by a: shared vision listening to one anothers views identification of specialised knowledge clarification of roles (ii) Negative points to be guarded against or barriers to collaboration include narrow minded thinking an attitude of superiority burnout competitiveness hostility avoidance of robust and open discussion powerlessness failure to share vision holding on to fixed old ways lack of convenient and constructive training in consensus approaches and in council responsibilities (iii) Amongst other things consider the following the climate of the council vision/mission statement of the council who on the council (or outside the council) participated in the decision the nature of the discussion what structured approaches were used what proportion of the council fully supported the final decision The shared wisdom model The basis of this model is that to each of us is given a piece (or more!) of wisdom. By adding this together we can move to a higher level of (shared) wisdom. The implications of accepting the concept of shared wisdom are we need to share our wisdom we need to hear, respect and treasure one anothers wisdom we need to work for a climate that is open and respectful The following personal stances facilitate the implementation of the shared wisdom model open to new ways of thinking and feeling open to information and data collected by others willing to let go of the need to control willing to let go of the need to always be right willing to let go of the need to win being willing to process our life experience by setting aside prime time to reflect finding space to tune into real issues using an appropriate method for seeking truth

(b)

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The chair of a school council who empowers the members enables the process, and, confronts disfunctional behaviour kindly, clearly and consistently contributes significantly to actualising the concept of shared wisdom. Contrasting models When decision making in a council is built upon democratic or parliamentary processes, contrasts can be drawn with the shared wisdom model: Parliamentary / Democratic Analytical Selective Competitive Controlling narrowing One-sided thinking Win/lose voting (c) Shared Wisdom Synthesising Holistic Collaborative Enabling round table Multi-perspective thinking Win/win consensus

Discernment A special part of preparing for consensus is the use of discernment. These are guidelines for understanding and using it Discernment is not always about making the final decision Discernment is canvassing all relevant data for the purpose of identifying what is relevant and true Discernment is coming to know the mind of constituents and authorities in order to take the next step The next step depends not only upon the process but the choices which the council may make within given constraints A consensus process is the gradual clarification of issues and the movement of positions taken by different people on those issues Consensus does not necessarily mean a unanimous position Consensus is a position taken by a group of people so that all members are committed to support any ensuring action despite any persisting reservations Pre-requisites for consensus To believe that views of each member of the council really matter To have an attitude of reflection before, during and after the decision making process To be prepared to trust others To believe in the wisdom of the group To be prepared to be open to others and listen to them To commit to carry out the collective decisions made

(d)

2.

Conduct of meetings

A council will commit itself to good meeting procedures. A Good Meeting Positives A succinct chair Accurate minutes Clear aims Comfortable venue Tolerant behaviour Good listening practices

Negatives Late arrival Bad records Inactive members Political/personal point scoring Dominant members

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Of course, a chairperson can run a great meeting, but the members need to support it: A member can expect clear agenda and relevant documents these to reach him/her before the meeting an adequate room and appropriate seating a clear understanding of the purpose(s) of the meeting people to be punctual a chair who is sympathetic, keeps to the agenda, paces the meeting so that time is given to each matter in proportion to its importance, draws on all members for contributions, keeps discussion to the point people to tolerate a variety of views and opinions to make a contribution to the discussion the decision making process to be quite clear council members to work together and to want discussions to be fruitful council members to learn from one another, and not be stubbornly partisan council members to be ready to take collective responsibility for the minuted record of views expressed and decisions reached A member makes a commitment to to have read the agenda, minutes and other papers, and noted the items he or she wants to say something about to have the papers and personal notes at the meeting to be punctual to make relevant contributions to listen to and consider what others say to accept his or her share of the collective responsibility

3.

Policy handbook

The council needs to keep a careful record of its policies. These should be stored in one place and include the date of adoption. Record keeping is an important responsibility. Failure to do so leads to duplication and unnecessary effort.

4.

Communication (reporting)

It is important the school council communicates clearly and according to agreed channels to its school community. This involves both receiving and providing information. Examples of good or effective communication experienced by councils: seeing the principals role as a key communicator for the councils program for the school using formal occasions where celebrations are the focus to promote the councils vision for the school using social functions in an atmosphere of cooperation and celebration promoting the visibility of the council chair using participation planning processes which involve members of the school community involving school community members in special project consultation Examples of problems in school community communication experienced by councils: keeping the council remote from the school community failure to communicate council decisions to the wider school community

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lack of council visibility in the school community the overuse of confidentiality the tendency to reactive communication rather than proactive communication the bottleneck principal who fails to distribute council information to the school community failure to outline council protocols for communication with principal and staff

Recommendations to improve communicating with the school community develop a communication plan for the school which reflects input and ownership by the total school community; in short, plan for communication define the role of the council in school communication identify stakeholders develop communication channels which will effectively deliver information relevant to council policy and activities to the wider community review the effectiveness of school communication periodically

5.
(a)

Role of chair and other officers (vice chair, secretary)

The chair of the governing body (i) The chair of the governing body is a position of high responsibility involving the management of the governing body, overseeing the business of the governing body, chairing the meetings of the governing body and, in conjunction with the principal, providing leadership in the school community. Management of the governing body includes: ensuring that policies and planning are up to date communicating with individual governors and committees communicating with the principal and other staff ensuring the implementation of good practice (as encapsulated in a code of conduct) evaluating the performance of the governing body ensuring that all governors understand their role ensuring that governors are trained, and participate fully Ensuring that the council attends to its business: responding to communications from the parents, government and the Church managing the secretary preparing in consultation the calendar of business for the year preparing in consultation the agenda for meetings Chairing the meeting includes: defining and practicing the qualities of good meeting process preparing and planning for meetings inducting new governors protecting vulnerable governors Leading the school community in defined areas includes: maintaining close relationships with the principal and other staff mediating and listening to those problems and complaints which are council perogative representing the school where appropriate, and speaking for it at certain public and internal events

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(ii)

A draft job description includes the following: develop the agenda for meetings, together with the principal and secretary plan and keep good order in meetings ensure each governor's participation in, and between, meetings ensure all decisions are understood and that necessary action is taken ensure governors receive relevant information and materials check that decisions taken by the governing body are enacted ensure that governors follow the principles that keep governing bodies democratic and running smoothly listen, and be a critical friend, to the principal report decisions of the governing body to parents, staff and others regularly and according to agreed procedures coordinate the governing body role in the Church monitor the work of the governing body represent the school, for example, in public meetings and parents' meetings

(b)

Vice chair of governing body A draft job description includes the following: support the chair in the conduct of meetings check that decisions taken by the governing body are enacted ensure each governor's participation in, and between, meetings welcome and induct new governors ensure that committees and working parties of the governing body are working effectively and to terms of reference be available to stand in for the chair in his/her absence coordinate training of individual governors and the governing body

(c)

Secretary of governing body A draft job description includes the following: notify all members of meetings of the council keep accurate minutes of all meetings receive and, in conjunction with the chairperson, attend to all correspondence unless otherwise determined by the council distribute the agenda for council meeting such other duties as may be given to the secretary from time to time by council

6.

Role of executive and sub-committees

Role of council executive In order to avoid having the executive committee as the councils inner circle, the structure and function of the executive committee needs careful consideration. Some executive committees are empowered only to stand in for the council and make decisions when the council cannot meet. Other executive committees have broader duties, such as policy development, evaluating the chief executive, or doing strategic planning, while still others have simplified their responsibilities to dealing with emergency concerns and issues that pertain to the employment and performance of the chief executive.

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Regardless of the committees particular job description, it is important that the council understands that the executive committee never takes the place of the full council and that any decisions that come out of the executive committee should be ratified by the council. All job descriptions should establish who is on the executive committee and what the committees duties are. These need to be defined and limited.

7.

Council / principal relationship

The council/principal relationship is of critical importance. It is one that needs to be nurtured, developed and respected. The following represent good practice in developing a healthy relationship: the council and the principals roles are well defined and understood by council members the council has made clear to the principal its expectations of him or her the council assesses the principals performance in terms of those expectations the council gives the principal the authority to run the school effectively the relationship of principal and governing body requires mutual trust trust is based on the understanding that the governing body and the principal share the responsibility for a ministry of the Church the principal is a professional operating in a ministry of the Church the principal is the chief and most significant advisor to the governing body the principal is a servant to the school as well as the governing body the principal answers to the governing body the governing body is the primary support group for the principal the success of the governing body is dependent on the performance of the principal the relationship is one of mutual ministry rather than boss/employee the presence of clearly defined policies on all key aspects of a schools activities the principal has delegated authority commensurate with that of a chief executive the principal keeps the governing body well informed about the development and life of the school council and principal are willing to learn from good practice of other schools and to seek expert advice council and principal develop an ongoing program of evaluation and assessment against agreed targets

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Council composition
1. Membership

The constitution (located in Appendix) defines the membership of the council as follows: Example: The council shall consist of ten (10) voting members appointed by the (District) Church Council of whom one (1), two (2), or three (3) only shall be pastors

2.

Appointments

The constitution (located at Appendix) describes how members are appointed and their length of service: Example: The procedure for appointment of members of the council shall allow sufficient time for the Church Council to make the necessary appointments no later than its last meeting before the regular Convention. (a) the council shall seek nominations from congregations which are in the zone of the district in which the school is situated and such other congregations as are designated from time to time by the Church Council the council may also make nominations the council shall submit the names of all nominees to the Schools Council in an order of preference determined by the council, together with a statement of the reasons for the order of preference. In determining the order of preference the council shall take into account its need for expertise in such areas as finance, management, education, law and human relations the school council may approve or alter the order of preference with or without adding further nominations the school council shall submit the list of all nominees to the Church Council with the order of preference recommended by the school council, any changed order of preference recommended by the school council, and in each case the reasons for the order of preference

(b) (c)

(d) (e)

3.

Executive and sub-committees

To carry out their functions, both generic and particular, many councils form sub-committees. These sub-committees have no power. However, they have key responsibilities to assist in the provision of advice and in the gathering of information to help the council in its monitoring function. A discussion and explanation of the functions of sub-committees should underscore the contribution they make to the business of the council. The following outlines the functions of four typical sub-committees of the school council:

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(a)

Facilities committee functions To identify, through strategic planning, the future facility requirements within a campus master plan. To monitor current facilities for maintenance usage suitability Finance and marketing committee functions To advise on the financial viability of the school through budgeting and monitoring To project income accurately by recommending marketing strategies and monitoring outcomes to council Education committee functions To examine educational issues and trends in depth so that the council can advise the management of the school on the appropriate course of action To research educational programs and possibilities to assist council in planning future priorities and courses for the school To recommend educational policies for council approval in accordance with the educational philosophy/principles of the school To develop strategies for the council to use in monitoring the educational programs, activities and operations of the school Mission and ministry committee functions To identify strategies which enable the nurture of the Christian faith through sound teaching and leadership of (dedicated) staff and students To advise in relation to the ministry needs of the school To recommend strategies that might meet identified ministry needs To evaluate strategies as per Pastoral Care/Christian Studies curriculum and worship activities and recommend action to council

(b)

(c)

(d)

4.

Advisers / consultants

A school council will have a number of advisers and consultants. The principal as chief executive officer of the school council should be present at all meetings except when his/her conditions and performance are being discussed. At this time no adviser or consultant should be present. After such a meeting the chairperson should brief the principal of the results of the deliberation. Advisers/consultants should be part of a council meeting because such a practice: (a) widens knowledge base for council to make a decision (b) promotes a greater perception of openness regarding councils place in the school (c) supports the principal in his role as chief executive officer he/she does not bear the burden alone Deputy principal, pastor, P&F representative, business manager are examples of suitable advisers/consultants. Those who attend in this capacity will respect the principle of confidentiality, the position of the principal and above all, the responsibilities of council members. It is good practice for: (1) advisers/consultants, including the principal, not to be voting members (2) business managers and school pastors to be consultants

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5.

Task forces / ad hoc committees

From time to time a school council will establish a task force. This is an opportunity to involve people beyond the school council with expertise in researching and developing recommendations. It is important that such task forces have clearly defined terms of reference and reporting time frames. It is advisable for the principal or his representative to be executive officer of the task force and the schools secretarial services used for support. Task forces should have a limited life.

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: role, responsibilities and relationships

Title

51

Role

51

Responsibilities

51

Relationships

52

Principal

The LCA and its districts The governing body Staff Future and past parents Past students The media School pastor/chaplains The district education committee Support groups Community organisations Peak bodies and professional organisations Professional development agencies Colleagues Appraisal 55

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1.

Title

The title Principal includes a range of other titles head, headmaster, headmistress, head of college, executive director. It is used to denote the person to whom the governing body delegates the responsibility for the administration and management of the school, and who reports directly to the governing body. The choice of the title is at the discretion of the governing body.

2.
2.1

Role
The principal is the chief executive officer of the school. He/She answers directly to the governing body and is responsible for the administration of the school, its day-today management and its financial management. He/She is called upon to exercise educational leadership, including curriculum leadership, personal and professional leadership, and the modelling of both Christian lifestyle and commitment and also professional integrity, skill and strength. As a Christian leader he/she is called upon to exercise servant leadership in association and cooperation with school pastor(s) and/or chaplain(s). The LCA requires that the principals of schools should meet the requirements for accreditation by the Church, as prescribed by the BLS through the National Director for Lutheran Schools. This normally implies completion of higher degree studies with a theological component from a Lutheran tertiary institution.

2.2

3.
3.1 3.2 3.3

Responsibilities
The principal carries out his/her responsibilities by virtue of delegation from the governing body. The nature and extent of the delegation should be clarified in writing, including the frequency and format of oral and written reporting to the governing body. If not prescribed in the contract of employment or a related document, the responsibilities of the principal may be described in constitutional documents, eg, LCAQD Constitution, Schools Council, Addendum C. By-laws Part 4 Schedule 4, councils of the District #31 The School Head. Subject to different specifications, the major responsibility of the principal will normally include: the enrolment and dismissal of students the appointment of teaching staff the planning and delivery of curriculum behaviour management; good order and discipline among students establishment and management of community relationships representing the school with the media ensuring that the school budget is written, approved and properly implemented implementation of the policies of the governing body and the Church projecting a positive image of the school to the community. The principal is responsible to the governing body for every aspect of the operation of the school, but may delegate specific areas of responsibility to other members of staff. The principal will ensure that all members of staff (teaching and support) are given access to relevant professional development and are encouraged and assisted to employ it.

3.4

3.5 3.6

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3.7 3.8 3.9

3.10

The principal is expected to take membership with and participate in relevant educational associations and organisations. The principal will maintain positive relationships with the local sponsoring congregation(s), regardless of where he/she holds membership, and with the district. The principal is responsible for the appointment of all staff, but may delegate this responsibility and that of supervision to other members of staff. In the appointment of teaching staff the principal will comply with the Procedures relating to Staffing in Lutheran Schools. The principal will attend all meetings of the governing body, unless informed by the chair that the governing body intends to discuss his/her employment and conditions or to evaluate and review his/her performance.

4.
4.1

Relationships
The principal is located at the centre of a network of relationships within the school community. Some are formal, some informal or unofficial. Some carry power and authority, some are dependent. The equitable and ethical management of relationships with competing demands is a key responsibility of the principal. 4.2.1 The LCA and its districts: Principals will be members of the Lutheran Church of Australia as a consequence of church policy. The relationship of the principal with the LCA, its districts and an individual parish or congregation is both personal, based on loyalty and shared faith, and formal, based on compliance with Church policy. The latter is a requirement of the position; the former is beyond the authority of policy prescription. The principal is required to be familiar with and comply with the policies and procedures of the LCA (through General Synod and the College of Presidents), and its education arm (Board for Lutheran Schools). The LCA/BLS policy document The LCA and Its schools provides an undertaking by the LCA (#4) to promote and support its schools. This constitutes the corresponding element in the relationship between the principal and the LCA. The principal is also required to be familiar with and comply with the policies and procedures of the district and/or the education region of the Church in which it is located. It is expected that the principal will participate in and contribute to the procedures and processes which enable contribution to the formulation or amendment of policies at LCA, district or regional levels. In districts where principals are members of the Synod, with voting rights, it is proper that they should exercise this right in accordance with full responsibility. 4.2.2 The governing body: The relationship of the principal with the governing body is central to his/her work. It is based on mutual respect and shared ministry. The LCA/BLS policy document The LCA and Its schools indicates clearly (#5) that there are key areas of shared work between the governing body and the principal. The governing body appoints the principal and delegates to him/her the responsibility for the operation of the school. Both parties need to be clear about the extent of the delegation. The governing body should confine its work to policy, financial direction, and strategic issues, including finance policy and budgets. It should not involve itself in managing the day-to-day operations of the school, either as a group or as individuals. The principal is required to carry out his/her duties in accordance with the policies established by the governing body and the Church. However, the relationship will be productive and harmonious if each party acknowledges the responsibilities, strengths and weaknesses of the other. Acknowledgement of the different roles and mutual respect and trust are essential to the relationship. The principal is the professional educator in this relationship and should therefore set the tone for the relationship. Cultivating a strong professional relationship with the chair of the governing body is important. It is

4.2

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desirable that a policy document should be agreed to which clarifies the formal aspects of the relationship. (See example in Appendix) 4.2.3 Staff: The principal is both a member of and the leader of the whole staff of the school. He/She is the representative of the employing/governing body as well as an employee, albeit the chief executive officer. The tensions in this dual role require careful management, particularly in larger schools where the personal relationships are more difficult to maintain. A corresponding difficulty in the small school is the risk that personal relationships become an overriding concern. Maintaining appropriate distance and appropriate closeness may call for some skill. In a larger school the principal may delegate responsibility for some aspects of the school operations to others (finance; buildings, grounds; public relations; pastoral care). Such delegation does not constitute a removal of responsibility and requires careful consultation and appropriate supervision. The principal is finally responsible for all staff, not only teaching staff. 4.2.4 Future and past parents: It is desirable that the principal should undertake whatever activity is possible to build the commitment of potential future parents and retain the loyalty of past parents. Such activity expands the reality of a school community, broadens the future enrolment base, and provides a potential protection against attacks on the school and its standing in the community. It may also widen the base of financial support. 4.2.5 Past students: The loyalty and support of alumni for their former school is often associated with personal friendships at the school. The principal may be able to translate some of these positive attitudes into support for the school itself by fostering continuing links with the school. He/She will become the representative of the school, rather than the individual whom alumni knew during their school days. This relationship can be particularly important for those for whom the school was their only link to the Church. 4.2.6 The media: The principal is usually the sole spokesperson for the school to the media. In special circumstances, particularly in crisis situations, the role may be shared with or given to the chair of the governing body by mutual agreement. Fostering positive relations with the local media can bring positive outcomes both in routine matters and in crisis situations. How this is done will vary from place to place. In some places a small school may be a key institution in a community; in a large urban area a large school may be of little media interest (except in a crisis) because of competing schools and other community interests. To build a relationship with any part of the media can be difficult, time-consuming and frustrating, but is also important. 4.2.7 School pastor/chaplains: The relationship between the principal and the school pastor whether he is full time or works on a part time basis is based on the acknowledgement by each of the role and responsibility of the other. The pastor is the spiritual leader; the principal the educational leader of the school. The professional relationship will be more easily managed if a personal relationship is developed. Each can support and assist the other without interfering in the others area of responsibility. The nature of these roles needs to be discussed and clarified before a new pastor takes up the position. The principals responsibility for the day-to-day operations of the school extends also to the routine duties of the pastor, while the pastor as an ordained person has spiritual and pastoral responsibility for which he answers to the district president as well as to the principal. The document Relative Responsibilities of Pastor and Principal in the

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Lutheran school (College of Presidents, June 1998; Board for Lutheran Schools, August 1998) gives guidance for the development and management of this relationship. 4.2.8 The District Education Committee (LEC, Schools Council, etc.): These committees and the directors and secretariat which service them are instruments of the Church (district or region). Principals should be encouraged to see the relationship in terms of collaboration and service rather than of power. Participation in and contribution to the work of the District Education Committee will build stronger links and deeper understanding. The district director, and other members of the secretariat where applicable, are support people and service providers. Principals are encouraged to work with them in an environment of trust and honesty. 4.2.9 Support groups: Within a school community a range of support and ancillary groups may arise. Some examples are: Parents and Friends/Citizens Associations Prayer support group Mothers/Ladies Auxiliary Extra-curricular support groups (sport, music etc.) Past Students Association These groups are an expression of loyalty and commitment to the school. Some will provide valuable physical and financial assistance. The principal should show interest in and support for such groups, regardless of his/her personal likes or preferences, as an expression of appreciation, gratitude and encouragement of their efforts. 4.2.10 Community organisations: It is helpful to the school, as well as personally advantageous to the principal, if he/she is able to become an active contributor to the local community through service organisations or similar activities which raise the profile of the school within the community. 4.2.11 Peak bodies and professional organisations: The principal will derive personal and professional benefit from active membership in professional educational organisations on the local and national level. Representing the school in such organisations as the state AISs not only enables the school to draw upon the services of those organisations more effectively, but it also provides opportunities to contribute in a positive way to the broader educational scene beyond the Lutheran Church. 4.2.12 Professional development agencies: The principal is responsible for his/her own professional growth as well as that of the staff. Maintaining relationships and information flow with the providers of professional development (eg, the state AIS, universities, consultancies, commercial service providers) is an important step in this process. The governing body has a responsibility to ensure that the professional development needs of the principal are known and met as far as circumstances allow. A trusting and honest relationship with the governing body will make it easier for him/her to articulate the needs. An alert governing body chair will also attempt to ensure that the principal does not unduly subjugate his/her own professional development needs to those of the staff in administering the P.D. budget.

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4.2.13 Colleagues: The role of principal is difficult, demanding and often lonely. There are few with whom the principal can share his/her concerns openly and honestly. A good governing body chair can serve in this role, though the employer/employee relationship and the desire of the principal not to reveal weaknesses can be an impediment. Those who will understand best are colleagues, both within and beyond Lutheran schools. All principals, but especially those who are younger or less experienced, will need to be able to share their feelings, problems, difficulties and joys, and other principals can serve as mentors, advisors, listeners. To facilitate the trust needed in this process requires contact and time. Principals should be proactive both for themselves and for colleagues in establishing sufficient contact, in whatever form, to build friendship and trust so that fears, concerns and vulnerability can be revealed without fear of rejection or blame. The governing body has a role in facilitating face-to-face contact through funding attendance at conferences, assemblies and other meetings.

5.
(a)

Appraisal
The principal of a Lutheran school will undergo appraisal in whatever form and at whatever time is determined by the governing body, with assistance or guidance from the national or regional bodies. The basis of the appraisal should be clearly understood by both the principal and the governing body. The job description/terms of reference for the position should form the basis of the appraisal. The timing and purpose of an appraisal should not be linked directly to the renewal of the principals contract. Unsatisfactory outcomes of an appraisal should be the subject of consultation with the governing body and other interested parties (eg, the district director) and of professional development and guidance. If a performance review is initiated, its nature and purpose should be clearly articulated by the chair of the governing body to the principal. The BLS policy on Principal Appraisal for Development applies to the appraisal of all principals in Lutheran schools. School councils should be familiar with this policy and it is included in the Appendix. It is recommended that school councils use the appraisal methodology negotiated by the BLS with the Centre for Leadership and Management in Education (CLME) at Griffith University. This methodology is in accordance with BLS policy and the contract negotiated with CLME provides for an effective appraisal at a reasonable price. With all Lutheran schools using this appraisal, significant data is being gathered on Lutheran principalship. This data will be important in principal professional development.

(b)

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Overview

57

Staffing : school and pastor

57

policies and procedures

Staff : appointments

58

Staffing :

Professional development

58

Appraisal

58

Industrial relations

59

Grievance procedures

59

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1.

Overview

The Lutheran Church of Australia expects the governing councils and principals of its schools to: staff its schools with skilled and registered educators who are able to uphold the teachings of the church and model the Christian lifestyle. In the first instance it seeks to use the services of active members of the Church. Beyond that, the Church seeks to staff its schools with people who are active Christians from other denominations willing to uphold the Lutheran teachings of the school. support and encourage continuing professional education including theological training for their teachers; Accordingly councils will comply with Board for Lutheran Schools and district policies and procedures. Schools are encouraged to establish their own staffing policies congruent with the relevant national and district policies and procedures. These policies will support the mission statement and ethos of the school. Copies of the policies and procedures relating to staffing Lutheran schools are included in the Appendices.

2.
(a)

Staffing : school and pastor

The relationship between the school, the school pastor (chaplain) and the council Lutheran schools, without exception, are linked to the pastoral care of a pastor. Secondary or (P)1-12 schools normally employ full-time school pastors (chaplains). In either case a positive relationship between pastor (chaplain) and principal is essential to the well-being of the school. The council must see itself as part of a wider team that includes the pastor (chaplain), and ensure that its communication and operations facilitate team development.

(b)

The school pastor as a school staff member School pastors (chaplains) are to be accorded the equivalent professional development opportunities that apply to all members of the teaching staff. In addition school pastors are to be full participants in all regular pastors conferences and Synods. As a staff member of the school, pastors are employed for all school purposes as members of the staff team, within the supervisory responsibilities of the principal, and the policy monitoring responsibilities of the school council.

(c)

Employment Pastors in schools are employed by the district and seconded to the schools. Calls to such positions are therefore approved and issued by the District Church Council. Nomination of a pastor for call, is made by the school council. The principal will be involved in the selection of nominees and the existing pastor(s) or other pastors may be consulted. Document Reference Councils will exercise their responsibilities by reference to the following documents: Relative Responsibilities of Pastor and Principal within the Lutheran School (BLS, Revised 2000) Hand in Hand School and Mission Vision Statement (Home Mission Department, BLS, GCC: July, 2000) Role of the Pastor in the Lutheran School (BLS; College of Presidents)

(d)

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3.
(a)

Staff : appointments
Teaching and ancillary staff Staff appointments are made by the principal, unless otherwise delegated. For example grounds, cleaning and other ancillary staff may be delegated to the bursar or business manager. It would be customary for a staff member who was responsible for supervising the work of an employee, to be consulted in the selection/interview of candidates. Representatives from the council may be included on selection/interview panels at the discretion of the principal. Note : All selection panels will be gender balanced. Deputy positions, head of sub-schools, bursar/business manager These positions come under the principal and the selection and appointment of persons to these positions should be made by the principal. It is standard procedure to include council representatives on selection and interview panels for these positions. Council should ensure that all school staffing policy and procedures reflect Guidelines for good practice: Protocols for appointment of staff, teachers and principals in Lutheran schools.

(b)

4.
(a)

Professional Development
Professional development opportunities are processes that use the schools vision statement as central reference point. Professional development reinforces the valuing of staff and their skills, and is designed to enhance the quality of school support for its students. The council will establish a professional development policy. Suggested sections that may be included: definition of what constitutes professional development types of programs procedures for allocating time and funds to professional development. theological programs for educators. Documentation Staff Professional Development Policy Bethania (15.11.99) [Exemplar] Cultivating Service in Lutheran Schools (BLS doc:service 29.2.2000)

(b)

(c)

5.

Appraisal

Appraisal is an essential support for school standards and performance. Appraisal is to be always undertaken in the context of professional development. Councils are to ensure as a matter of policy and practice that regular appraisals with appropriate structures are undertaken for all staff. In this context appraisals may be on the basis of one, two or three year terms, unless special conditions apply. In any case, the period between appraisals should not exceed three years.

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6.

Industrial relations

Councils are to ensure that the school complies with relevant legislation and associated requirements. Industrial relations differ from state to state for there are specific agreements and awards in each state. The field includes enterprise agreements, contracts, diminished work performance, leave, dismissal procedures and grievance procedures. These matters and their documentation are often complex, state based, and are subject to change. Councils are to ensure that through the principal: a register is maintained of current policies consultation is undertaken with district offices (with workplace relations office or directors), where appropriate BLS and district policies are included in the register, and implemented Councils need to maintain close contact with their district director in these matters.

7.

Grievance procedures

The principal has the sole responsibility for the management of all staff, including pastors. All grievances should be communicated to the principal, either directly or through the established channels in a larger school. Schools should have a clearly documented process for handling grievances, the details of which should be known to staff and supported by staff as a fair way of resolving such conflicts. The documentation should make it clear to staff that grievances may not be referred to council except in extraordinary circumstances and then through the principal. Where the principal is the subject of a formal grievance, this should be addressed only to the chair of council.

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: needs, programs and services

Education program

61

Pastoral care

61

Behaviour management policy

62

Students

Enrolment policy

62

Enrolment Bursaries / Scholarships Exclusion

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Education program
Although members of governing bodies will not have any involvement in or oversight of dayto-day teaching and learning, they have an over-arching responsibility to ensure that there is a relevant and clearly defined direction for the schools education program and that the principal and staff have the resources needed to implement it. The principal and council will work collaboratively in developing policies to ensure that the quality of educational provision is maintained. Specific policy areas that may come under consideration are as follows: keeping curriculum frameworks informed by national and state developments keeping curriculum practices consistent with LCA schools department requirements curriculum management structures resource priorities especially those related to information and communication technology monitoring classroom climate (the level of satisfaction/dissatisfaction felt by students and teachers) teacher appraisal benchmarking classroom practice models and timing of curriculum review The role of the council is to ensure that the goals set for establishing best school practice in areas such as those listed above are achieved. The associated policies will contribute to quality assurance and require close collaboration of council, principal and staff.

Pastoral care
1. Lutheran schools have developed various kinds of pastoral care models as part of their infrastructure. The rationale for pastoral care usually resides in the following frames of reference: (a) maintaining a level of care consistent with Jesus injunction that the Father cares for all of his creation (b) Providing a means of tracking students in their personal, social and academic development (c) Facilitating a consistent partnership arrangement between school and family for the welfare of the child (d) Providing a visible structure that maintains parental confidence in the schools capacity to provide continuing and consistent nurture for their sons and daughters (e) Maintaining a variety of settings in the arts, sport and other recreational activities where the talents and interests of students can be encouraged for reasons of realising student potential, fostering leadership, identifying future roles in the world of work and development of personal esteem (f) Encouraging a sense of belonging and school identity for each student The most common structures are described as vertical or horizontal. Vertical structures group students from several year levels; in horizontal structures students are brought together in single year level groups. Members of council will note the link between pastoral care and the schools vision statement, and the recurrent costs of maintaining a vertical or horizontal system as part of the schools service to students and their families. Councils role is to ensure that appropriate policy and resourcing are in place to support this service to the school community.

2.

3.

4.

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Behaviour management policy

1. Lutheran schools give strong emphasis to providing quality Christian education in a caring and orderly environment. Within them a special relationship exists between administration, teachers, students and their parents or guardians as partners in the whole education process. Each party needs to recognise the rights and responsibilities of being a member of the school community. Duty of care (See also Legal Responsibilities) Council must have in place policies that cover duty of care, and ensure through the principal that its obligations in providing and maintaining a safe and orderly environment are met. Key reference points include the following: providing appropriate personnel to take on responsibilities clearly defined in the management of student life implement, maintain and review policies especially in the areas of pastoral care, behaviour management and code of conduct Generally behaviour management policies should reflect the Lutheran distinctive of Law and Gospel

2.

3.

Enrolment policy
ENROLMENT
1. The role of council is to have in place a policy framework within which the school conducts its enrolment procedures. It will reflect the vision statement and take account of all legal requirements such as those enshrined in anti-discrimination legislation. It is understood that the school will offer its programs of quality Christian education to all applicants regardless of ethnic origin, gender, religion or ability provided that: (a) through enrolment procedures parents undertake to support willingly and freely the stated objectives of the school (b) adequate places and resources are available and the school is able to maintain an appropriate gender and ability balance in each year level The order of preference for enrolment is a matter of policy as developed by the school council. Age of commencement Schools determine their policies for commencement age on the basis of general readiness and maturity. Enrolment procedures Council will note that typically, enrolment procedures include the following: An Application for Admission form is completed by parents or guardians; it includes a family reference and other information as indicated An Application for Admission fee usually applies and is to be submitted with applications to cover processing costs Generally an information event is held where an overview of the schools educational program, its philosophy and practices are explained An interview with the principal before admission may be required in order to allow her/him to shape the school community according to its vision statement and priorities, and to ensure a match between what the school offers and the needs of the student

2.

3.

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It is usually the case that a bond, paid at enrolment, is forfeited if the child is withdrawn without one terms notice, in writing, having been given

BURSARIES / SCHOLARSHIPS
1. Many Lutheran schools have adopted the practice of offering bursaries or scholarships to students in certain fields of learning. Often the distinction between these two forms of assistance is blurred but in general terms a scholarship is awarded on the basis of merit, whereas a bursary may be a more general form of assistance granted on the basis of need without particular reference to talent. The practice of awarding scholarships has various rationales: in the most altruistic situations the school makes a free or discounted place available for a talented student who otherwise would not be able to attend, and therefore, is disadvantaged as a result another rationale is school-centred and the purpose of offering scholarships is to attract talented students to certain areas that need building up, or enhancement in line with planned developments (the development of a strong music ensemble, student leadership, Christian life and the like) there is also a rationale that is based on equity or social justice and according to this a bursary provides an offset for families experiencing financial hardship. Even in such cases there is an expectation that recipients will make a positive contribution to school life Governing bodies need to be aware that: (a) in a competitive school market there is a perceived need for a school to be able to match the services and educational assets of others in the same general area (b) arguments of principle (why should a Christian school assist a student who is already advantaged through talent at the expense of other fee-paying families?) often have to be balanced against arguments of expediency (can a school afford not to offer scholarships when there is a marked advantage in doing so?) In the sphere of operations, the awarding of bursaries and scholarships is advised to council, and the continuation of tenure by the student is subject to annual review by the principal or his/her representative.

2.

3.

4.

EXCLUSION
1. The council must have in place policies and procedures that apply to situations in which the temporary or permanent exclusion of a student is necessary. Such policies and procedures require careful formulation in the interests of students, justice and protection of the school from possible litigation. For instance, the processes used to prove student culpability for a certain offence need to be transparent and beyond reproach in respect of fairness and truth. 2. Schools have found it useful to frame such policies within a set of well defined principles. The following is indicative: There is no automatic exclusion for any offence without consideration of relevant circumstances Alternative strategies are explored before a decision to suspend or exclude is made Follow-up counselling and support for the student and family is undertaken Students and their families are informed at appropriate times of the type of offences that may lead to exclusion

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 3.

Further educational needs of students who are excluded from the school are actively pursued The possibility of future re-enrolment is considered The need to limit the effects of illegal, dangerous or morally harmful actions in respect of the whole school community is incumbent upon the principal

Each Lutheran school has in place its own set of procedures. Council can expect that principles such as those detailed above guide procedures as they are undertaken by the principal and relevant staff. It can also expect to be appraised of incidents leading to, or likely to lead to, suspension and exclusion of students. It is incumbent upon schools to ensure that exclusion procedures are conducted with utmost integrity and with pastoral concern for families affected. The decision to exclude or suspend a student is usually one that involves principal, and other relevant staff.

4.

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Planning
School Planning Overview Educational Requirements Staffing Requirements College Strategic Plan Operational Requirements Capital Requirements Long term Financial Plan Capital works program Recurrent income & expenditure Funding Sources Government Funding SES Funding Arrangements Funding Sources Fees Funding Sources - Loan Money Funding Sources - Block Grant Authority Loans and Debt Management Scenario Modelling Budget Process Annual budget Budget Process - three year Rolling Budget Budget Process - Cash Flow Analysis

66

Financial Matters

Policy development
Financial Policy Development Fee Structure Payment of fees Fees concessions Scholarships Bad Debt Management

75

Reporting
Financial monitoring procedures Financial management reports Accounting Reports Annual Audit Schools Department Requirements

79

Organisational aspects

81

Foundations Business Manager Importance of Information Technology

Asset management register

82

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PLANNING
1.
1.1

School planning
Overview An organisation like a school exists in an environment in which it engages ceaselessly in a host of relationships with its customers, competitors, regulators and employees. Unlike an individual it cannot be intuitively conscious of this or be capable of behaving strategically as a matter of course. As such, schools should develop their strategic competence by setting aside time as a regular aspect of good management to take stock of their operating environment and their key relationships, both competitive and cooperative, and come up with strategies likely to assist them to survive and thrive in the short, medium and long term. First and foremost councillors should be aware of the components and parameters of the operating structure of their school.

1.2

Educational requirements It is incumbent upon a council to ensure that the schools curriculum meets all State government regulatory requirements specified by the Education Act of the state. An extension of this requirement is that the curriculum of the school complements the schools philosophy and ethos. There are several aspects of educational requirements that should be noted and followed: all educational planning should be done in conjunction with the principal in a newer or developing school educational planning must match the capacity of the school to fund the curriculum in an established school curriculum diversity must be planned within acceptable financial parameters as well as adequate affordable facilities

1.3

Staffing requirements School councils must be aware of the optimum staffing levels required to match the curriculum offered and for the efficient administration of their schools. Information is available about academic staffing ratios. These will provide a guide to the numbers of staff required. However, the range of staff including promotional positions and the level at which the promotional positions should be appointed must be sourced from the principal and cross-checked against information provided by key people in the District Education Office, competent consultants, or from experienced principals of other Lutheran schools. The correct level of staff and mix of competencies is essential for optimum financial performance. The level of non-academic support staff such as teacher aides, library and laboratory assistants, as well as information technology support, will depend very much on the size and type of school, whether it be primary or secondary only, pre-school to year 12 or a middle and senior school concept. Adequate staffing levels are essential. At the same time the number of staff must be matched with the capacity of the school to pay. The above measures will apply for administration staff including the business manager, accounting and secretarial staff, grounds and maintenance staff and cleaners. It goes without saying that the correct level of staff is essential for the best use of financial resources.

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If a school includes boarding then the number and type of staff employed will depend on the nature of the school, the number of boarders and boarding houses and whether the school employs staff for all functions or outsources key areas such as catering and/or the laundry operation. Information about the optimum performance of boarding operations is available from existing boarding schools and recent boarding studies completed by appropriate consultants. It is essential that boarding schools operate with a surplus, or at least a break-even level. 1.4 School planning operating requirements Outside of salaries and wages including the on-costs of superannuation, long service leave and workers compensation, schools generally structure their operations into the key areas of tuition, administration, maintenance and finance. Boarding schools will add boarding as an operating structure even though it will contain components of the preceding areas. Superannuation generally includes a statutory component determined by government regulation and in some schools a voluntary or negotiated component. The statutory component is legislated whilst the negotiated component is up to each individual school according to the conditions of employment of staff. Long service leave is a statutory and legislated requirement according to state government guidelines. However, specific regulations are negotiated within the Lutheran system. Advice in this area is available through District Education Office. Workers compensation is a legislated requirement. Councillors should enquire to ensure their school or college has the adequate level of workers compensation insurance. Tuition costs extend to cover specific classroom and subject related resource expenditure as well as the costs of staff inservice training, prize and award nights, school magazine costs, co-curricular and extra curricular activities such as music and sport, excursions and all other academic related expenditure. Administration costs include the normal operating cost areas of printing and stationery, insurance, postage, audit and accounting fees, telephone costs, marketing costs, travel and motor vehicle costs as well as all other related administration cost items. Maintenance costs include all grounds and building maintenance costs including the payment of rates and local authority charges, cleaning materials and sometimes cleaning contracts, as well as the cost of electricity and gas for lighting, heating and cooling. Finance costs include all interest on loans, whether capital or recurrent, as well as leasing and rent costs. Depreciation and amortisation are treated in the same way as any business. Appropriate depreciation provisions should be made for all school capital items.

School councillors should comprehend the operating structure of their school and ensure they contribute to constructive debate about the optimum performance and efficiency of the operation.

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1.5

Capital requirements The capital needs of a school are structured in two parts: Capital resources Capital facilities or plant Capital resources are best described as those items of equipment, including furniture, which support the educational processes and outcomes as well as administrative support structure of a school. All schools require an adequate level of educational resources to support the curriculum at an appropriate level. The school council will be faced with decisions, through the budgeting process, about the level of capital resources required each year by the school. In the main the principal, in conjunction with department heads and the business manager will have completed the analyses of budget requests for capital items of this nature. However school councillors should take an interest in the level of capital resource expenditure by discretely seeking information from the principal about the level of expenditure on this important resource. It is not uncommon to lease or rent capital resources such as computers where there is a significant outlay on multiple numbers of a particular resource. Appropriate allocations need to be made in the annual budgets of schools for other capital items of an administrative nature. Office, grounds and maintenance equipment require constant upgrading to ensure maximum efficiency of use. Capital facilities or plant refers to new facilities to meet enrolment growth; redeveloping existing facilities or developing new facilities to support curriculum requirements; and upgrading existing facilities to ensure that the learning environment and administrative area are of an approppriate standard.

1.6

Long term financial plan Good management of schools revolves around many important factors including: a competent school council that understands its role in supporting the schools administration team an active and interested finance committee that provides a check and balance in the financial management of a school a pro-active administration team in the school that balances the need for sound educational and financial management a principal and business manager who co-operate and support each other in their particular roles One of the components of good management is that of financial planning. Provided the annual budget is sufficiently detailed the medium term plan need not include as much detail and can be moderated when there are known abnormals in the annual budget. Long term planning contains important links to provide a good business plan: curriculum options enrolment projections a complementary building program staffing policies marketing strategies retention or changes in government funding capital funding debt servicing Any longer term forecast should include:

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Enrolment forecasts a summary of cash flow calculations of fee and recurrent grant income calculations of capital income calculation of other income a summary of overhead costs staffing schedules operating costs capital expenditure schedules loan schedules

All calculations for long term forecasts are more often in constant dollar terms to allow meaningful comparisons. School councillors should take an interest in the long term financial plan of the school to ensure that it keeps pace with any changes in the school.

Capital works program

Every school should have in place a responsible and well planned capital works program, whether it is new, developing or long established. Council will need to decide what structure to put in place to effect its goals. The principal, business manager, key staff members and council representatives should be represented on the committee. Every school should have a developed and up to date master plan which means that this plan must be regularly reviewed. In general there are three aspects of the capital works program: Developing new facilities to meet enrolment growth Redeveloping existing facilities or developing new facilities to meet changes in curriculum requirements Ongoing review of existing facilities to ensure that responsible upgrading is maintained

Recurrent income and expenditure

Independent schools have several sources of recurrent income: Tuition fees Associated tuition fee or resource charges State recurrent grants Commonwealth recurrent grants State and Commonwealth targeted program grants such as Literacy and Numeracy, ESL and other special program grants that are available upon application The two main sources of recurrent revenue, however, are tuition fees and government recurrent grants. These two sources generally provide approximately 95% of recurrent revenue to schools. Specific information relating to government recurrent funding is set out in section 4.1 Specific information relating to tuition fees is set out in section 4.2 In turn, independent schools have several areas related to recurrent expenditure: Salaries and wages Operating costs Finance costs Depreciation

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Salaries and wages constitute by far the most significant operating cost item in a school. As such, attention to the level of staffing is essential. Specific information relating to staffing, operating and other recurrent expenditure is outlined in section 1.3 and 1.4

4.
4.1

Funding sources
Government funding Non-government schools are currently funded by both State and Commonwealth governments. Approved schools receive recurrent funding by the State as schools in receipt of subsidy under the Education Act as it is defined in each state. Approved schools receive recurrent funding from the Commonwealth under the appropriate State Grants legislation. Commonwealth recurrent funding for schools has entered a transition phase. From 1985 to 2000 distribution of recurrent funds to non-government schools was determined by a formula called Education Resource Index whereby there were 12 categories of funding. ERI Rating 88 & above 76 - 87 51 - 75 46 - 50 41 - 45 36 - 40 31 - 35 26 - 30 21 - 25 16 - 20 11 - 15 0 - 10 Category 1 2 3 4 5 6 7 8 9 10 11 12

In May 1999 the Minister for Education, The Honourable Dr David Kemp, announced new funding arrangements for non-government schools to apply for the next funding quadrennium 2001 - 2004, called SES approach to school funding. 4.2 SES funding arrangements The main features of the new SES funding arrangements for non-government schools for the quadrennium 2001 - 2004 are: The minimum entitlement is set at 13.7 per cent of the AGSRC (Average Government Schools Recurrent Costs), and will be payable to schools with an SES score of 130 or more. This entitlement is equivalent to the 1998 category 1 funding rate for secondary schools, and is slightly higher than the 2000 category 1 primary rate (12 per cent of AGSRC). The maximum payment is set at 70 per cent of the AGSRC and will be payable to schools with SES scores of 85 or below. Non-government schools receiving maximum Commonwealth funding will include special schools (schools which cater mainly for students with intellectual, physical, social and/or emotional difficulties) and Indigenous community schools.

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Funding for schools with SES scores between 85 and 130 will be payable on a continuum. This means a difference of about $60 for primary students and $85 for secondary students for each single point change in score (based on 2001 rates). Per capita rates will be adjusted annually, within the set parameters, having regard to the most recently agreed AGSRC primary and secondary rates. Commonwealth funding is paid in three instalments: January July October 50% of annual entitlement based on previous years enrolment 25% of annual entitlement based on previous years enrolment 25% of annual entitlement amended to meet Census enrolments of the current year plus a supplementation to cover the movement in AGSRC for the previous year

4.3

Funding sources fees Tuition fees are generally the single most important source of recurrent income for a school. There are some situations where government recurrent funding exceeds tuition fee income. However, as a general rule the level of a schools fee income and the performance in collecting fees will determine the level of surplus a school can generate. There are several important matters that must be considered when setting tuition fees: Sufficient time must be given each year to consider the fee level of the following year. Before setting fees school councils must be aware of the likely movements in operating costs of the following year, particularly salary and wage movements. Government recurrent funding has provided a stable form of income for independent schools for over two decades. When setting fees for the following year the anticipated movement in government recurrent funding will influence the level of tuition fees to be charged. Any decline in government recurrent funding must be compensated by an increase in tuition fees. Generally speaking, tuition fees should rise by no less than the movement in the CPI Index moderated by the movement in operating costs and government recurrent income.

4.4

Funding sources loan money Schools require loan funds that generally coincide with major capital development, although at times there is a need for recurrent funds for working capital purposes. Lutheran schools are governed by requirements of the Lutheran Church whereby borrowing limits may be set for each school. These limits are reviewed whenever a school has a requirement to exceed the approved limit.

4.5

Funding sources Block Grant Authority Commonwealth capital grants are provided under the non-government component of the General Element of the Capital Grants Program through the Block Grant Authorities in each state. There are two BGAs in each State, one Catholic and one Independent, and schools wishing to apply for Commonwealth grants must join the relevant BGA. To access any of the funds available under these programs, there is a

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prescribed application form that is made available by the relevant Block Grant Authority.

5.

Loans and debt management

The level of debt and debt management in a school is an important part of the mix of components that make up the operating and capital structure of any school. Constant assessment of the level and type of loans and debt management is very important. There are quite a number of benchmark assessments in the area of debt and debt servicing and these include: Gearing total liabilities to equity Long term liabilities to assets Long term debt payment Long term debt per student Liability to student What is important is the reliability of the cash forecasts to ensure a school has the capacity to service debt. Set out below is a table of debt ranges that is used by the Block Grant Authority when assessing school needs when they apply for capital funding (based in 2000 dollar terms). Day & Boarding School (Stable) Acceptable Debt Per Pupil 4,400 6,000 7,700 9,500 5,500 7,500 Day School (Stable) Acceptable Debt Per Pupil 2,200 4,400 4,400 7,700 3,900 6,600 Day & Boarding School (Developing) Peak for Short Period 6,600 8,500 10,000 12,000 9,000 11,000 Day School (Developing) Peak for Short Period 5,500 6,600 8,800 10,000 7,700 9,000

Type Primary Secondary Combined

Type Primary Secondary Combined

Of importance is debt servicing ratios. The acceptable range of long term debt servicing (principal and interest) per pupil as a percentage of recurrent and capital fee income in any school is between 10% 20%.

Scenario modelling

Schools are often faced with decisions about how they are best placed to meet the needs and demands of the community they serve as well as how best to react to curriculum initiations and changes. In order that a school can make informed decisions about its capacity to handle changes a process of scenario modelling is very important. Every school has a core operating structure and a relatively fixed capital structure to serve its main purpose of educating students. However, there is a need to investigate the flexibility of that core to ensure that on-going viability is maintained. The process is better handled if a school is proactive rather than reactive to change. As such, a regular check of the structures that impact the operation of the school is important. This can be done by seeking information about the core fixed operating costs of the school and how it is equipped to handle change.

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To ensure that the practice of scenario modelling is efficient, informed and meaningful, scenarios, matched to responsible likely future changes, should be tested by producing financial models to match the planned or possible changes.

7.
7.1

Budget process
Annual budget The annual budget of the school provides the framework for short term financial planning. Longer term planning (5 to 10 years) generally emanates from a strategic planning process and is updated annually. The annual budget of a school is one of the most important pieces of information that supports sound financial management. To be meaningful, a budget must be clear, detailed but concise, and most of all, able to contribute to the effective management of the school. The more detailed the budget process then the more meaningful the outcome will be, both short and long term. It goes without saying that the more information school administration has at its disposal then the more accurate it is likely to be in completing estimates. This extends to the amount of information given to department heads to help them give accurate estimates. It is very important that all key school administrators play a part in the budgeting process. The principal, business manager, deputy, curriculum co-ordinator and heads of department are all key personnel. If they all have a sense of ownership of the budget then it is more likely the budget will be developed as a meaningful management tool. Another important factor in budgeting is the process of ZERO BASED BUDGETING. Too often school administrators adopt the practice of building a budget off last years projected actual. Most times this completely ignores the justified need for funds as opposed to convenient estimate of need. The budget document generally includes: Enrolment forecasts A profit and loss statement A summary of cash flow Calculations of fee and recurrent grant income Calculations of capital income Calculation of other income Detailed schedules and calculations of overhead costs Staffing schedules Capital expenditure schedules A loan schedule showing itemised loans, calculations of interest and capital reductions Councils have an important role monitoring the finances of the school by insisting that meaningful budgets are produced each year.

7.2

Budget process three year rolling budget It is good practice for a school to adopt a policy of keeping three year rolling budgets. For an established school this is a relatively simple process based on minimal movement in enrolments and staffing. The benefit of a three year rolling budget is the information it provides to council members in a broader management sense. The three year forecast provides an insight into trends impacted by curriculum

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development, operating costs and debt servicing. It is a healthy management practice. 7.3 Budget process cash flow analysis The annual budget of a school consists of a profit and loss statement, supported by detailed schedules outlining the calculation of all recurrent income and expenditure, as well as a detailed cash flow analysis. The cash flow analysis provides councils with a meaningful picture of the impact of all cash operations in the school. Most schools have a stable cash operation due to the certainty of funding from government and the predictability of income from sources such as tuition fees. What is important is that schools have in place proper accounting and management procedures to ensure that they maximise potential government funding and control of debtors and creditors. Council members should satisfy themselves that these procedures and practices are in place.

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POLICY DEVELOPMENT
1 Financial policy development

Policy is an instrument of governance. It is a means by which a council may achieve its objectives. In the case of financial matters, these policies will support the sound financial management of the organisation to enable it to achieve its educational objectives. Policies may also be required to meet government and legal requirements. Examples of financial policy areas include: Fee structure Payment of fees Fees concessions Scholarships Bad debt management The process for developing policy generally follows classical planning as outlined in the Processes of Governance section Council role and responsibility # 10 Establishment of mission and policy development.

Fee structure

Fees are the primary source of income and make up the difference between the cost of running the school and other income such as government funding. There are various fee structure approaches from which the council can select a combination in accordance with its educational focus and marketing strategy. Whatever structures are adopted, the following issues need to be addressed. It is recommended that tuition fees be structured based on the user pays principle. That is, fees should reflect the cost of education. An obvious example of this principle is the more expensive fees required for secondary schooling compared to primary schooling. This principle could be extended to senior secondary schooling to reflect the higher cost of education in the upper year levels. Boarding fees should also reflect the cost of boarding with cross subsidies minimised. Non-Australian resident students do not attract government funding and therefore must be charged accordingly. These full fee paying students generally involve significant administration costs which also should be included in their fees. Fee concessions and scholarships are part of the fee structure package and should be included in the budgeting process. Allowance for excursions can be included in the total fees. The main advantage of this approach is there is no additional cost to the parents during the year. The disadvantage of this approach is the quest to minimise fees may reduce the excursion allowance to an impractical level which severely impairs the quality of excursions available. The alternative approach of paying on an individual excursion basis introduces significant additional administration. Levies are another form of income which can direct funds to clearly identified areas of need, eg: capital levy technology levy

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Some schools offer camps and/or an extended outdoor education program involving a number of weeks at an outdoor education facility. Parents are required to pay the additional costs associated with this program which must be clearly stated on the fees statement. It is helpful to distribute this cost over a number of years to reduce the impact on the fees. Quite often parents will enrol their children at a number of schools and make a choice at the last possible moment. This approach is very disruptive to school planning and should be minimised. Consequently, when a place is offered, parents should be required to pay a confirmation of enrolment fee for each newly enrolled student. This fee should be a significant amount and can be non-refundable or refundable depending on school policy. For example, many schools deduct it from the final terms fees. A comprehensive statement of fees should be distributed to all continuing and new parents of the school as soon as the following years budget is finalised. This statement should also detail any application of the Goods and Service Tax (GST).

Payment of fees

The timing of the payment of fees is very important to school planning and in particular, cash flow management. It is essential that the payment is made upfront and strategies should be in place to ensure prompt payment. Typically, payment of term fees should be required within the first two weeks of term. Electronic payment facilities, including phone banking and direct debts, should be made available to encourage prompt payments. Such activities attract bank fees, which must be included in the budget. Discounts could be offered to encourage early payment on a full year basis rather than a term basis. These discounts should be calculated on the basis of the interest attracted by having the fees early and perhaps a small monetary incentive for the parents. Service fees can be used to deter bad payment practices (eg, late payment) by parents and as such be detailed in the above comprehensive fees statement. Policies are also required to deal with change of status and withdrawal of a student mid-term. Typically, if the parent provides sufficient notification (eg, three months) there is no financial penalty to the parent. However, if the parent does not provide a reasonable period of notice, the parent would be liable to pay an amount up to one terms fees. The application of this policy would be at the discretion of the principal and the business manager.

Fee concessions

A carefully formulated fee concession policy ensures that Lutheran schools are both accessible and viable. Many schools apply a low fee strategy to attract students. This approach is high risk especially when payment practices degenerate and bad debts escalate. A sounder approach financially is to adopt moderate fees with a fee concession program. That is, those who have the capacity pay the full fees, and those who do not can be helped through the fee concession program. It is essential that the fee concession program be included in the budget and the associated concessions limit not be exceeded during the year. Therefore, parents who, because of low income or for other financial reasons, consider that they cannot meet full payment of fees should be encouraged to submit an application for a means-tested concession. This means-tested concession could be based on a formula including both assets and recurrent income of the parents. Each application should be dealt with discretely and in the strictest confidence.

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Other discount strategies that the council may wish to consider include: Sibling discounts Lutheran discounts Lutheran clergy discounts Staff and faculty discounts It should be noted that such discounts can impact heavily on income and are less predictable given uncertain numbers each year. The means-tested concession approach offers a more equitable approach alongside the consideration of other circumstances. Another form of concession is the acceptance of monthly payments rather the upfront payment at the beginning of each term. Annual reviews of all concessions are required to ensure that parents changing circumstances are taken into account.

Scholarships

The matter of scholarships is dealt with in Students: needs, programs and service. When the council has developed a policy on scholarships, the financial implications should be factored into the budget. It should be remembered that scholarships offered for the entire period at the school (eg, from year 8 to year 12) must be factored into the annual scholarship budget in subsequent years.

Bad debt management

Without tight financial monitoring and control, poor fee payment practices and bad debts can quickly get out of control and put the viability of the school at risk. This is particularly dangerous for developing schools which have high debt ratios and are trying to establish a stable clientele. The following strategy is recommended to promote good fee payment practices and minimise bad debt. 1 2 3 4 The requirement for upfront payment of fees enables the early detection of possible payment problems. A service fee for late payments encourages payment of fees on time and can offset the administration costs associated with the following procedures. Letters from principal reminding the parents of their failure to pay and requesting prompt payment should be issued one week after the due date. Letters from school solicitors reminding the parents of their failure to pay, strongly requesting prompt payment and detailing consequences of continued non-payment of fees should be issued one month after the due date. Business manager should contact the parents personally for the purposes of negotiating possible payment arrangements should no response be received six weeks after the due date. If payment arrangements cannot be agreed to or have not been honoured by the parent, the principal should authorise the removal of student from the school. It is recommended that those cases which are identified as genuine hardship cases are addressed as part of the fee concession program and not under the bad debt strategy.

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If the school is unable to obtain payment of past parents fees by normal school debt collection process, the engagement of a reputable debt collection agency is recommended. If the school is unable to obtain payment of past parents fees by normal school debt collection process and the engagement of a reputable debt collection agency, legal action may be required. This action is only recommended if the likely debt recovery exceeds the likely legal costs. If the bad debt is irretrievable, it is written-off.

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REPORTING
1. Financial monitoring procedures

Benchmarking, used as a measure of performance, has been part of the commercial world for decades. Until more recent times, schools have generally ignored this form of comparative management practice, mainly because they felt it had little relevance to educational institutions. In the early 1980s, the Financial Management Research Centre (FMRC) in Armidale encouraged schools to subscribe to a comparative survey which measured the financial operation of schools as a comparison against each other. This comparative survey remained under subscribed for a long time, meeting resistance from schools because of its perceived irrelevance. In the past few years, the interest in comparative performance has been rekindled through the Association of School Bursars and Administrators in Australia who conduct a national survey which highlights financial performance ratios and statistics under the following headings: School Liquidity Cash Flow Management Asset Position and Sustainability Capital Structure and Debt Protection Revenue Sources and Collection Salary and Wage Expenditure Staffing Each section contains tables, summarising the ratios and statistics calculated, the results for each school, the average and median results for participating schools in their funding category in each state, and the average and median results for all participating schools in their state. The question then is how relevant are these ratios as a measure of a schools performance? Firstly, and of prime importance, is whether a schools finances and financial reporting are structured in such a way that the information can be extracted to generate the performance ratios as a true comparison with other schools Secondly, the performance ratios have to be relevant to the school Thirdly, a decision is needed as to what ratios will provide the council with meaningful information Comparative performance ratios or benchmarking can be important in providing school administrators and councils with information. What needs to be decided is which performance indicators are relevant and meaningful for each individual school.

2.

Financial management reports

Schools operate within a business framework. Whilst their core service is educating students they first must be viable businesses, for without viability they cannot deliver the product of education, let alone a quality education. Hence, it goes without saying that all schools need to use sound accounting practices and develop good management systems to support the management of their schools, both educational and financial. Council members implement policy. However, school councils must ensure that the school is properly managed.

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Schools must understand their market and ensure that key personnel in the school have the ability to play a part in marketing. Because the market is very human resource related (parents, students, staff, broader community) the key staff must have skills that allow the school to interact positively with the market. It is imperative that the school council, through its finance committee and with the cooperation of the principal and business manager, be informed on the financial position of the school. Appropriate financial reports are prepared by the business manager and presented along with appropriate accounting reports to the finance committee. Financial reports will generally include: Cash flow analysis indicating a prcis of recurrent and capital income, recurrent and capital expenditure and a summary of the cash position A general report on debtors and debtors management A general report on the loan position A general report highlighting the variances of major cash items A brief comment on the forward projections to year end and the next year end.

3.

Accounting reports

As pointed out in the previous section schools must embrace sound accounting practices to ensure that the financial management of the school applies normal accounting principles. Accounting reports are prepared and provided to the finance committee by the business manager. Accounting reports are generally very specific. Most schools employ accrual accounting as a practice. As such, monthly accounting reports are reasonably detailed and include: Profit and Loss statement by month, year to date and forward forecasts measured against the approved budget Itemised schedules of expenditure detailing tuition, administration, finance and boarding costs measured against the approved detailed budget Where appropriate a current and projected balance sheet A report accompanying the accounting report will itemise major items of variation

4.

Annual audit

It is a requirement that every school has an annual audit conducted by registered auditors. The annual audit is very important because it provides a degree of comfort to council members about the proper conduct of accounting and financial management of the school. What is important is that the council ensures the extent of audit is sufficient to satisfy their requirements and that an annual audit report is available for review by the finance committee.

5.

District Education Office requirement

Where appropriate it is incumbent upon schools to engage with the District Education Office in the operation of their school. A number of statutory requirements include: Providing copies of financial accounts (annually) to be incorporated in a report to Synod Providing copies of the Financial Questionnaire Providing a copy of the School Census documents, both State and Commonwealth Providing appropriate educational reports as required by the District Education Office It is a requirement that approval is sought before: Increasing enrolments beyond the approved limit Increasing enrolments by an expansion of the school down to primary or up to secondary Borrowing funds Borrowing funds that will exceed the borrowing limit

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ORGANISATIONAL ASPECTS
1. Foundations

The Department of Education, Training and Youth Affairs (DETYA) accepts that schools are pro-active in conducting activities that support the operation of their schools. It is also quite accepting of the fact that it is generally better that these activities be conducted by associated bodies (Parents and Friends Associations, Foundations, Trusts, Companies, etc.) provided there is accountability in school financial returns to the government where that is appropriate. The efficient use of a Foundation to support independent schools is very important. What school councils need to ensure is that the operation of the Foundation is maximised within the guidelines that are used to determine the assessment of a schools resources by the government. At present the guidelines call for the accountability of all financial transactions by a school that are conducted within the school. There are however, guidelines that require declaration of transactions or activities that are directly related to the provision of educational services by the school. A majority of non-systemic independent schools have set up Foundations to conduct major fundraising and business activities that support the operation of their schools. A list of these business activities, not necessarily exhaustive, follows: Bookshop operation Tuckshop operation Clothing Shop operation Major fundraising including art unions; appeals for capital funds; dinner auctions and the like Management of other business activities including school development that generate funds for schools There are two very important principles that should be clearly understood when establishing or operating a Foundation: A Foundation is set in place to support a school A Foundation should never be used as a means of avoidance in respect of the responsibility of a school to report to the government Schools are accountable to the government for income generated and used by schools. As such, the Foundation is used as a means of accumulating funds to be used as and when it is appropriate by a school. Any donation to a school from the Foundation is accountable. Therefore, the Foundation can trade and accumulate profits for distribution to the school or investment in the school within the guidelines that affect the assessment of schools.

2.

Business manager

The role of business manager (or bursar) in a school is very important. The primary function of the business manager is to manage the non-academic activities of the school, including all financial management matters. Generally the business manager is responsible to the principal through to the school council. In larger schools the role of business manager may be supported by personnel with specific accounting skills who will complete the day-to-day accounting functions. In a smaller school the business manager may not have formal qualifications, but may be a person with a sound grasp of and capacity to provide financial management as well as completing general management tasks.

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In a larger school it is advisable that the business manager have the following skills: Formal and appropriate accounting qualifications Strong budgeting and long term planning skills Financial management and reporting skills Sound computer skills Good knowledge of computer software systems Good personnel management skills Self management skills Human relationship skills Knowledge of government funding regulators and regulations Knowledge of company secretarial requirements Good practical understanding of property standards Good working knowledge of legal requirements The business manager is responsible for providing regular financial information through the principal to the school council.

3.

Importance of Information Technology

The efficient running of a school is very dependent on good information systems and network infrastructure. It is important that both hardware and software are constantly updated in accordance with industry standards. Ready access to computers should be provided throughout the school for administration as well as education purposes. It is also important that the various information databases be able to easily communicate with each other. Integrated systems should be used wherever possible. The establishment of intranets and the efficient use of e-mail should be promoted. For example, documentation of policies and procedures (including forms) on a schools intranet forgoes the need for numerous paper copies. This procedure also provides a simple and quick update mechanism.

ASSET MANAGEMENT REGISTER

An asset management register details the assets within the school. It should also outline a schedule for refurbishment or replacement of the assets. This schedule provides another input which must be considered when developing the annual or long term budgets or establishing the value of assets for insurance purposes.

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Legal responsibilities Broad liability as manager Occupiers liability

84 84 84 84 85 85 87 87 88 88 89 95

Legal Matters

Contractual liability School-parent contracts Parental responsibility Disciplinary powers Duty of care Mandatory reporting Industrial relations Discrimination Copyright

Concluding comment 100

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1.

Legal responsibilities

As the group with the ultimate responsibility for the school, council must ensure that all legal objections as they relate to the operations of the school are satisfied. There is a large range of Acts under which a council and its school must function. Some of these originate in Commonwealth legislation, others are state derived. The Acts mentioned in the following text do not represent a comprehensive list. Council is advised of the need to be familiar with all relevant Acts that apply to the operation of schools. The references to legislation below are included to assist in councils understanding of the provisions of these Acts and areas of potential legal risk. As such they should not be regarded as an alternative to seeking legal advice in a particular set of circumstances. Likewise the list of Acts relevant to schools should be amended as the laws change from time to time.

2.

Broad Liability as Manager

The Associations Incorporation Act (1985) and amendments (1993) apply to most independent schools. The Act details the obligations that council and councillors must meet and refers to such issues as: 2.1 2.2 2.3 2.4 2.5 the need for council to provide information on aspects of its activities to a variety of bodies on a periodic basis responsibilities when borrowing money responsibilities associated with owning and managing property the need for individual councillors to be conversant with the details of meetings and decisions the limited liability of councillors with respect to actions of the council. The liability of individual councillors for the decisions of council is covered by indemnity insurance taken on by the school council

3.
3.1 3.2

Occupiers liability
As owners of property and as an employer, council can be held liable for the safety and well being of all persons entering and working on school property. Of special importance in this area of responsibility are the provisions of the various state Acts that cover workplace health and safety and the large number of related regulations and codes of practice. This area is extremely complex and councils are advised to check within their AISs to access professional advisory services where appropriate.

4.

Contractual liability

Council should ensure that persons with authority to enter contracts on behalf of the school are clearly identified and that the extent of their authority to act is defined and understood.

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5.
5.1

School parent contracts

When a school enrols a student a contract exists between school and parents. This contract establishes the schools responsibilities in providing certain services and facilities to the student. For this reason the council should ensure that all statements made in the school prospectus, handbook and any other official print material are accurate and not misleading or ambiguous. This is especially important in the case of the enrolment of students with special needs, or with disabilities that require particular services on the part of the school to ensure appropriate educational outcomes. It is recommended that both parents sign the enrolment forms, and in this way enable both to receive information about the student.

5.2

6.
6.1

Parental responsibility
Background 6.1.1 The school council and principal should be aware of their legal responsibilities with respect to family law matters. The Family Law Act, which deals with parental responsibilities, maintenance, counselling and other matters, was substantially amended by the Family Law Reform Act 1995. What follows provides a general overview of some of the major amendments and the responsibility of teachers as a result of these amendments.

6.1.2

6.2

Parental responsibility 6.2.1 The Reform Act removes the concepts of custody and guardianship from the Act. Prior to the amendments, the terms were interpreted as follows: (1) Custody referred to the day-to-day possession, care and control of children (2) Guardianship referred to long term matters concerning a childs welfare including religious and educational upbringing and whether the child should be allowed to have life threatening elective surgery Also, the concept of access has been replaced with the term contract. This term will be applied where a parent is given the right to see a child for short periods, for example, on weekends or during school holidays. 6.2.2 The aim of the Reform Act is to make both parents responsible for the child. Parents now have parental responsibility for children under the age of 18 years. This means that parents have all duties, powers, responsibility and authority which parents and guardians have in relation to children under law. This responsibility exists whether or not the parents are married.

6.3

Parenting plans and parenting orders 6.3.1 There is provision under the Act for parents to make written agreement regarding matters concerning their children. This agreement is called a parenting plan and may be registered at the Family Court. The plan must deal with the following matters: (1) who the child will live with (2) contact with the child (3) maintenance of the child

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(4)

any other aspect of parental responsibility for the child, for example, who has responsibility for the long term welfare of the child and who has responsibility for day-to-day care.

6.3.2 6.3.3 6.3.4

Parenting plans are enforceable as if they were Orders of the Court. If parents cannot reach agreement, a parent may apply to the Court for a Parenting Order. The Order may deal with the matters stated above. Whether a parenting plan has been registered or a Parenting Order made will be important when a teacher or school receives conflicting instructions from parents in relation to the child. When there is no registered parenting plan or Parenting Order and a teacher receives conflicting instructions, the teacher can only be expected to act on the most recent instructions until the parents reach a compromise. Where a teacher receives conflicting instructions at the same time, the teacher should maintain the current status until co-operation between parents is achieved. Also, where there is no registered parenting plan or Order, teachers should generally treat both parents equally unless circumstances exist that would lead to a breach of a duty of care.

6.3.5

6.3.6

However, where there is a registered parenting plan or Parenting Order and the teacher again receives conflicting instructions, then the teacher should sight the relevant plan or Order. Where the position is not clear, the teacher should again maintain the current status until the parents can reach a compromise.

6.4

Custody and Guardianship Orders made before the Reform Act 6.4.1 The provisions contained in the Reform Act will apply to Custody and Guardianship Orders made before the commencement of that Act.

6.5

Reporting obligations and fee arrangements 6.5.1 The legal position of the school may be complicated where the parent with day-to-day care of the child is not the parent paying fees in relation to the relevant child. In these circumstances there is likely to be a contractual relationship between the school and the parent paying school fees. Generally, a parent with responsibility for the long term welfare of a child should be supplied with copies of school reports, consulted regarding any plan to change the childs schooling and be given the opportunity to attend parent/teacher interviews. This is the case regardless of whether or not the parent with the responsibility for long term welfare pays school fees. However, it is a good idea for schools to clarify at the time of enrolment of the child what the parent with long term welfare expects in return for the payment of fees. The schools expectation of what the parent should receive may differ from the expectation of the particular parent. Schools should however, recognise that this is only one aspect that should be addressed by enrolment documents which often contain the terms of the contract schools have with parents concerning the education of their child. If the responsibilities and duties of schools are clarified at the time of enrolment the future relationship of the school with both parents will be understood by all parties.

6.5.2

6.5.3

6.5.4

6.5.5

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6.6

Release of students 6.6.1 Teachers must not release students to any person without lawful authority to receive that student. Particular care will be required in relation to younger students and students suffering from a disability. Therefore, where teachers have been made aware of the provisions of a parenting order, teachers should only release children in accordance with that order. Releasing a student to a stranger or other person within lawful authority may result in the teacher or school authority being liable in negligence.

6.6.2

6.7

Guidelines for schools 6.7.1 It is important for schools to sight registered parenting plans or Parenting Orders. Teachers should enquire whether registered parenting plans have been revoked or changed by Courts; they should also not rely on unregistered parenting plans as these are not enforceable as Orders of the Court. Schools should also continue to sight sealed copies of Court Orders or Deeds of Settlement that have been made before the commencement of the Reform Act. If schools have any doubt after sighting the relevant documents, they should seek legal advice before taking any action in relation to the student.

6.7.2

7.
7.1

Disciplinary powers
The exercise of disciplinary powers of principal and teachers can relate to the agreement, stated or implied, in the above-mentioned enrolment documents especially those requiring the student to comply with school rules and be subject to the consequences as stated in school policies. It is important that policies and rules are not in conflict with any of the principles contained in international treaties such as the Convention on the rights of the child (1989) or government legislation. Where there are different rules and policies that apply to boys and girls (eg, hair length) all staff need to be informed of the difference and those differences treated sensitively and fairly in the administration of the policies concerned. Where corporal punishment is concerned, the trend in Australia as well as other countries is to use other forms of student behaviour management. All efforts by the school to promote positive attitudes and behaviour and to correct unacceptable behaviour will have as their prime goal the Christian growth and development of the students as individuals and as members of a community. In light of the above statement, corporal punishment is not to be used in Lutheran schools. (See BLS model policy on Student Behaviour at http://www.lca.org.au/schools/policiesresonline.html#model) Exclusion (see also Exclusion in Students: needs, programs and services) The circumstances that might lead to exclusion and the procedures to be followed as well as re-entry conditions should all be clearly stated.

7.2

7.3

7.4

7.5

8.
8.1

Duty of care
The council has responsibility towards all persons in its employ and to students attending the school.

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8.2 8.3

Teachers have a higher duty of care towards the well-being of children in their care than would be expected to be demonstrated by other adults. Should a student suffer injury whilst in the care of the school/teachers, then action could be taken to recover damages from the teacher, school and council by proving negligence in the provision of care. The employer is liable for negligent acts by its employees. Council should therefore ensure that adequate and known appropriate provisions for the safety and welfare of children are developed and practised by all in charge of the care of students. Policies must cover times before and after school hours, safe practices in all classrooms, buildings, laboratories, sporting fields, camps and activities external to the campus.

8.4

8.5

9.
9.1

Mandatory reporting
In those states where there is a form of Childrens Protection legislation, any person working in a school in a voluntary or employed capacity is identified as a mandated reporter and required to report suspected cases of child abuse to a Department of Family and Community Services or its counterpart. Council must ensure that the school develops and implements a policy in this area that meets legislation requirements and that staff are trained in the relevant skill areas.

9.2

10. Industrial relations

10.1 As an employer council is required to operate under a range of legislation that applies to conditions of employment, salary determination procedures, leave entitlements, superannuation, workers compensation, safety and welfare of employees, discrimination and dismissal procedures and the like. AISs generally employ a full time person to assist schools in dealing with industrial issues. Likewise LCA district Directors for Schools offer help in this area. Changes in the procedures for determining conditions of employment that have occurred in the recent past now require individual schools to enter into negotiations with staff to determine the conditions within the provisions of a range of industrial regulations. This occurs through a process of enterprise bargaining and the development of an enterprise agreement, negotiated by employers and employees at the school level. Such negotiations could involve a number of unions representing individual staff members or groups of staff. 10.3 The schools affiliation with its Lutheran school district office will give it access to various documents which provide assistance in interpreting the precise requirements.

10.2

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11. Discrimination
11.1 Introduction The following legislation deals with discrimination. The legislation governing discrimination applies to independent schools both in the schools capacity as an employer and an education institution: (1) Disability Discrimination Act 1992 (Cth) (2) Sex Discrimination Act 1984 (Cth) (3) Racial Discrimination Act 1975 (Cth) 11.2 The Disability Discrimination Act 1992 (Cth) The Act: (1) establishes the office of a Disability Discrimination Commissioner (2) prohibits unlawful discrimination on the basis of disability (3) provides for the making of complaints to the Human Rights and Equal Opportunity Commission (4) provides for determination of complaints (which cannot be resolved by the Human Rights and Equal Opportunity Commission) by the Federal Court of Australia or the Federal Magistrates Court 11.3 The Sex Discrimination Act 1984 (Cth) The Act: (1) prohibits unlawful discrimination on the ground of sex, marital status, pregnancy or potential pregnancy and family responsibilities (2) prohibits sexual harassment in the workplace, in education institutions and in other areas of public activity (3) provides for the making of complaints (which cannot be resolved by the Human Rights and Equal Opportunity Commission) by the Federal Court of Australia or the Federal Magistrates Court 11.4 The Racial Discrimination Act 1975 (Cth) The Act: (1) establishes the office of a Race Discrimination Commissioner and a Community Relations Council (2) prohibits unlawful discrimination based on race, colour, descent or national or ethnic origin and offensive behaviour based on racial hatred (3) provides for the making of complaints (which cannot be resolved by the Human Rights and Equal Opportunity Commission) by the Federal Court of Australia or the Federal Magistrates Court in relation to unlawful discrimination and offensive behaviour 11.5 Changes to the Human Rights and Equal Opportunity Commission 11.5.1 Legislation has been passed by the Federal Parliament which changes the role of the Human Rights and Equal Opportunity Commission (HREOC). 11.5.2 The legislation: (1) amends the name of the HREOC to the Human Rights and Responsibilities Commission (HRRC) (2) transforms the role of the distinct discrimination commissioners and replaces them with three Deputy Presidents of the HRRC each Deputy President having a particular responsibility for each of race, sex and disability

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(3) (4) (5)

removes the determination of complaints from HRRC although the HRRC still has the initial conciliation role gives the responsibility of hearing and determining complaints to the Federal Court of Australia and the newly constituted Federal Magistrates Court permits HRRC to become involved in the hearing of a complaint of discrimination: (a) if such a complaint has wide public interest; and (b) if the Federal Attorney General gives leave to HRRC to intervene in the complaint.

11.5.3

The new arrangements are practical and procedural in nature. The particular acts of discrimination that are rendered unlawful pursuant to the legislations do not change.

11.6

Discrimination defined 11.6.1 The Acts prohibit both direct and indirect discrimination. 11.6.2 Direct discrimination occurs when a person with a particular attribute is treated less favourably than a person without the attribute in similar situations. For example, a school might not employ a person of a particular race, because it believes that many of the parents of students may treat a person of that race badly. 11.6.3 It is not necessary that the person who discriminates intends to do so. Nor is it necessary that the person who discriminates believes that the treatment is discriminatory. The motive for the discrimination is irrelevant. 11.6.4 Indirect discrimination is more subtle. Indirect discrimination occurs when a person imposes or proposes to impose a term (which includes a condition requirement or practice) with which: (1) a person with an attribute cannot comply (2) a higher proportion of people without an attribute can comply (3) the term is not reasonable. 11.6.5 An example of indirect discrimination is if an employer decides only to employ people over 190cm tall. If height is not relevant to effective performance of the job then the requirement may indirectly discriminate against people of Asian origin or women because Asians and women are generally not likely to be able to comply with the height requirement. The discrimination is only unlawful where there is no genuine occupational requirement to justify the height restriction. 11.6.6 As a further example of a policy that may constitute indirect discrimination (in the school context) is if a school implements a retrenchment policy of last on, first off. Although this might appear fair and neutral, if as a result of past hiring practices women have only been employed in recent years, then a higher proportion of females is going to be retrenched under this policy. In these circumstances the policy is likely to be regarded as indirect discrimination.

11.7

Basis of discrimination and areas of activity 11.7.1 The Acts provide that discrimination is unlawful if it occurs on the basis of any of the following attributes: (1) sex (gender) (2) marital status (3) pregnancy (4) parental status

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(5) (6) (7) (8) (9) (10) (11) (12) (13)

breast-feeding age race impairment religion political belief or activity trade union activity lawful sexual activity association with, or relation to, a person identified based on any of the above attributes

11.7.2 Discrimination can occur in relation to many different types of activity. Those most likely to be relevant for schools are as follows: (1) pre work and work (2) education (3) superannuation (4) goods and services (5) insurance (6) accommodation (7) the administration of state laws and programs 11.7.3 In this summary we intend to deal only with those relevant to schools as employers and as education institutions. 11.8 Schools as employers 11.8.1 Job descriptions Employers must have clear statements of duties for every position including the employees responsibilities and to whom the employee is responsible. 11.8.2 Selection criteria (1) The qualities sought in an employee will refer to the job description and will include qualifications, skills, abilities, knowledge and experience. (2) It is important to avoid stereotyping on the basis of gender or race. The same criteria must apply to all applicants. Therefore it is essential to be clear exactly what the criteria are. 11.8.3 Promotion opportunities Once an employee is engaged then the same criteria outlined above apply in relation to promotion. An example of indirect discrimination in this area might be a requirement for five years continuous service as a condition of promotion. This may discriminate against women who have taken time from the work force for family responsibilities. 11.8.4 Interviews The job selection criteria should be the basis of questions asked during interviews. Care should be exercised not to ask questions that are based on assumptions referable to any of the attributes. 11.8.5 Relevant exemptions For employment relevant to schools the Acts provide an exemption in the following areas: (1) where there is a genuine occupational qualification or requirement (2) in residential child care services (but not on the basis of race) (3) a school may discriminate on the basis of lawful sexual activity, if the school can demonstrate that the physical, psychological or emotional well being of minors is at risk (4) in a school under the direction or control of a body established for religious purposes (this is limited)

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(5) (6)

(7) (8) (9)

in relation to sex (gender) where single sex accommodation is provided in relation to marital status where workers are required to live in accommodation supplied by the school or where the work is for one of two positions that the school wants held concurrently by a married couple where job capacity is restricted by impairment and special terms are imposed where special services or facilities are required by people with disabilities that would impose unjustifiable hardship on the school where special circumstances of impairment would cause unjustifiable hardship

11.9

Schools as education institutions 11.9.1 Introduction The Acts refer to education authorities and educational institutions. These definitions are wide enough to include most independent (non-state) schools. The Act then prohibits certain conduct in relation to students or prospective students. In each of these areas the basic prohibitions are set out below. 11.9.2 Basic prohibitions (1) Enrolment Schools must not discriminate: (a) by failing to accept a persons application for admission as a student (b) in the way in which a persons application is processed (c) in the arrangements made for, or the criteria used in, deciding who should be offered admission as a student (d) in the terms on which a person is admitted as a student Current students Schools must not discriminate: (a) in any variation of the terms of a students enrolment (b) by denying or limiting access to any benefit arising from the enrolment that is supplied by the school (c) by excluding a student (d) by treating a student unfavourably in any way in connection with the students training or instruction Relevant Exemptions Both the Disability Discrimination Act and Race Discrimination Act also apply to independent schools. Under the Anti-Discrimination Act 1991 (Qld) it is only unlawful for non-government schools to discriminate for race and impairment. The Sex Discrimination Act also applies to independent schools. The Sex Discrimination Act makes it unlawful to discriminate on the grounds of the persons sex, marital status, pregnancy or potential pregnancy. As well, the Act provides generally for an exemption in the following areas: (a) in relation to sex or religion if a school operates wholly or mainly for students of a particular sex or religion (b) in relation to a general or specific impairment if a school operates wholly or mainly for students who have a general or specific impairment

(2)

(3)

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(c)

(d)

where selection criteria for an education program are based on a minimum qualifying age. In relation to impairment an exemption exists where special services or facilities are required by people with disabilities that would impose unjustifiable hardship on the school in relation to sporting activities where participation is restricted to: (i) males or females if the restriction is reasonable having regard to strength, stature or physique requirements (not where children are less than 12 years old) (ii) people who can compete (iii) people of a specified age or age group (iv) people with specific or general impairment

However, this exemption does not apply to activities such as coaching, umpiring or administration of a sporting activity. 11.10 Disability The Disability Discrimination Act 1992 (Cth) has a wide range of provisions and refers to: (1) the total or partial loss of the persons bodily functions including the loss of part of the persons body; or (2) the malfunction, malformation or disfigurement of a part of the persons body; or (3) a condition or malfunction that results in the person learning differently or more slowly from a person without the condition or malfunction; or (4) a condition, illness or disease that impairs a persons thought process, perception of reality, emotions or judgment or that results in disturbed behaviour; or (5) the presence in the body of organisms capable of causing illness or disease; The impairment may have been caused by illness, disease, injury or from a condition subsisting at birth. It includes an impairment that presently exists or previously existed but no longer exists. Additionally the Disability Discrimination Act states that disability includes one that may exist in the future and one that is imputed to a person. 11.11 Sexual harassment 11.11.1 The Acts prohibit sexual harassment. Sexual harassment includes: (1) unsolicited acts of physical intimacy (2) unsolicited demand or request (whether directly or by way of implication) for sexual favours (3) remarks with sexual connotations (4) any other unwelcome conduct of a sexual nature 11.11.1 Some examples of sexual harassment include patting, pinching, deliberately brushing against someone and comments about someones body. 11.11.2 The conduct may be a single instance or it may occur as an ongoing course of behaviour. The key point is that it must be unwelcome. It applies to both males and females. It should be clearly stated by the school (as an employer) as unacceptable workplace behaviour. 11.11.3 In addition the conduct must be engaged in: (1) with the intention of offending, humiliating or intimidating the other person

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(2)

in circumstances where a reasonable person would have anticipated the possibility that the other person would be offended, humiliated or intimidated by the conduct

11.11.5 Sexual harassment can occur: (1) in the work environment between employees (2) in teacher/student relations (3) in student/student relations 11.11.6 As employers, schools should have a policy detailing; (1) what harassment is (2) that it will not be tolerated in the workplace (3) how complaints will be dealt with (4) protection of complainants from victimisation (5) the right to take action to the Commission All Lutheran schools are required to implement the LCA Sexual Abuse Policy which is designed to ensure all, who work and live in the LCA, experience a safe place and are kept free from harm. All complaints under the policy are to be dealt with in accordance with the policy. School councils should ensure that the policy is known and its requirements followed through. The policy as it applies to schools is found in Appendix B. 11.12 Vicarious liability 11.12.1 Schools should take particular note that both workers and employers may be liable where contravention of the Act occurs in the course of work. An employer can avoid liability only if it proves on the balance of probabilities that it took reasonable steps to prevent the worker or agent contravening the Act. 11.12.2 As employers, schools will be liable for the acts of voluntary workers, students on work experience, trainees and parent aides as well as full time and part time employees. 11.13 The complaints procedure 11.13.1 In the first instance complaints are made to the Commissioner dealing with discrimination. Complaints must be made within one year of the alleged contravention. However the Commissioner can extend this period if the complainant shows good cause. 11.13.2 If a complaint is accepted the Commissioner promptly notifies the respondent and initiates an investigation. As part of the investigation process the Commissioner has power to call for production of relevant documents. 11.13.3 Following investigation the Commissioner may require the parties to try to resolve the complaint by conciliation. If successful the terms of the conciliation will be recorded by the Commissioner but if unsuccessful the complaint may be referred to the Anti-Discrimination Tribunal for hearing. 11.13.4 If the Commissioner has not finished dealing with the complaint within six months of notifying the respondent then either party can request the commission to refer the complaint to the Tribunal. 11.14 Employer complaints system 11.14.1 It is recommended that schools develop a procedure for the reporting, investigation and prevention of discrimination complaints. Employers have

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a duty under the legislation to take active steps to prevent discrimination and harassment. 11.14.2 Employers may minimise their liability by showing they have taken all reasonable steps to prevent the discrimination or harassment from occurring. If an employer ignores the conduct of an employee involved, the employer will be found to be liable. 11.14.3 In this context, it is important to note that the Human Rights and Equal Opportunity Commission has issued the Sexual Harassment A Code of Practice, which gives guidance to employers on the sexual harassment provisions contained in the Federal Sex Discrimination Act. The Code: (1) is designed to prevent sexual harassment in the workplace; (2) provides practical advice to employers regarding the implementation of sexual harassment policies; (3) recommends employers take active steps to prevent sexual harassment to the extent this is reasonable (what is reasonable will depend on matters such as the size and structure of the organisation, the level of supervision, gender imbalances in the workplace and whether there is history of sexual harassment); and (4) recommends employers take certain remedial steps to deal with the occurrence of sexual harassment. 11.14.4 Although the Code is voluntary, compliance with the Code would assist employers in defending cases of sexual harassment. The Code is available free of charge from the Human Rights and Equal Opportunity Commission.

12. Copyright
12.1 Functions of the Copyright Act 1968 The Act: (1) grants and regulates copyright in original literary, dramatic, musical and artistic works; (2) grants and regulates copyright in sound recordings, cinematography films, television broadcasts and sound broadcasts and published editions of works; (3) provides remedies for the infringement of copyright; (4) establishes the Copyright Tribunal to administer copyright. 12.2 Application to independent schools 12.2.1 Any individual or incorporated body can own copyright and can sue and can be sued for its infringement. 12.2.2 Each independent school is an educational institution within the meaning of the Act because it is a school at which full time primary or secondary education is provided. A number of defences are afforded by the Act to education institutions. These are examined below. 12.3 What is Copyright? 12.3.1 Copyright protects others from copying protected school publications or school works. 12.3.2 It confers on the owner or author of the copyright the exclusive right to deal with the work as follows: (1) reproduce it (eg, copy the whole or a substantial part of the work)

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(2) (3) (4) (5)

publish it (eg, make the work available to the public) perform it in public transmit or broadcast it make an adaption of it (eg, make a different version of the work which substantially reproduces the original work)

12.3.3 Also, if a school owns copyright in a work it can: (1) assign the copyright to another person or school (2) grant another person or school a licence to use or publish the work If a school assigns the copyright in a work, it passes over ownership of the copyright and loses all rights in relation to the work. 12.3.4 Copyright protects the expression of ideas in a physical form, rather than the ideas themselves. 12.3.5 If a work is protected by copyright, there is no need for the work to be registered before protection arises. Also, there are no formal requirements which must be satisfied before copyright is created. However, to ensure international protection, it is wise to include a notice on any copyright work as follows: Name of author Year of first publication 12.3.6 Examples of school works which may be protected by copyright include: (1) Letters (2) Forms (3) Tables (4) Teaching notes (5) Computer programs (6) Drawings 12.4 Who owns copyright? 12.4.1 Generally the person who makes the work, the author, owns the copyright in that work. 12.4.2 However copyright in works produced by employees in the course of their employment is owned by the employer. Therefore copyright in works produced by teachers in the course of their employment is owned by the school. 12.4.3 Conversely, copyright in a work produced by a consultant or contractor is owned by the consultant or contractor. 12.4.4 Copyright of a work produced by a student is owned by the student. Schools should bear this in mind when deciding how to make use of students works. 12.4.5 Any of these general rules can be altered by agreement. If a school wishes to own the copyright in a work produced by a consultant, it should ensure that there is a term in the consultants contract of engagement which assigns the copyright to the school. It is also generally a good idea to insert this type of clause into employment contracts to take the matter beyond doubt. 12.5 How is copyright infringed? 12.5.1 Copyright is infringed if a person who is not the author of the copyright and without the authors licence or consent, does anything which the author has the exclusive right to do. The act must be done in relation to the whole or a substantial part of the work.

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12.5.2 Infringement can also occur by importing a copyright work for sale, hire, exhibition or distribution without the authors licence or consent. 12.6 What acts do not constitute an infringement? 12.6.1 Introduction The Act sets out a number of defences which deem acts which would otherwise constitute an infringement not to infringe copyright. Some of these defences relevant to schools are set out below. 12.6.2 Fair dealing (1) Fair dealing for the purpose of research or study (a) There are a number of factors weighing on whether an act is a fair dealing such as the purpose of the dealing, the nature of the work, the possibility of buying the work at an ordinary commercial price within a reasonable time, the effect of the dealing on the potential market or the value of the work, and the amount of the work actually copied. (b) Aside from these factors, copying not more than a reasonable portion of a work (or any amount in the case of a periodical) for research or study, is deemed to be a fair dealing for the purpose of research or study. Fair dealing for the purpose of criticism or review (a) An acknowledgement of the work must be made for this defence to apply. (b) Criticism or review includes not only criticism or review of literary style but extends to criticism or review of the philosophy or doctrine put forward by the work. Fair dealing for the purpose of reporting news (a) If reported in a newspaper, magazine or similar periodical then a sufficient acknowledgment must be made. (b) If included in a broadcast or film, then no acknowledgment is required. (c) The reporting of news includes the reporting of recent events, situations and information not previously known.

(2)

(3)

12.6.3 Backup copies of computer programs The licensee of an original copy of a computer program may make a back up copy for the licensees sole use in the event that the original is lost, destroyed or rendered unusable. 12.6.4 Public readings A public reading of an extract of reasonable length from a published literary or dramatic work may be performed if a sufficient acknowledgment is made. 12.6.5 Library photocopying (1) Copying by staff and students Where a person makes an infringing copy on a library photocopier, neither the school nor the librarian is taken to have authorised the copy by reason only that it was made on that photocopier if there is a warning notice fixed to or near the photocopier and is readily visible. The dimensions of the notice must be A4.

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(2)

Copying by the librarian (a) A librarian may make a copy of an article in a periodical or a reasonable portion of a work on request provided that certain conditions are met. (b) The person requesting the copy must supply the librarian with a signed declaration stating that the copy is for research or study only and he or she has not been previously supplied with a copy of the same article or work. The person must also declare that the copy will not be used for any purpose other than research or study. The library must not be conducted for profit. (c) The declarations must be kept for at least four years and stored in chronological order. (d) A notation must be made on each copy specifying that it was made by the school and the date on which it was made.

12.6.6 Education purposes (1) Introduction (a) A work may be reproduced in the course of education instruction by a teacher or student otherwise than by a photocopier (or similar means). (b) A work may be reproduced as part of an examination question or answer. (c) Recording a sound broadcast intended for educational use is not an infringement of copyright in a work included in the broadcast if the recording is made by the school and is only used in the course of instruction at the school. (d) Recording a sound broadcast is not an infringement of copyright in the broadcast itself if the recording is made by the school for the schools education purposes. Copying insubstantial portions of works by educational institutions (a) Insubstantial amounts of a work may be copied on the premises of the educational institution for the purposes of a course of education provided by that institution. (b) No more than two pages may be copied unless there are more than 200 pages in the work and in that case the number of pages copied must not exceed 1% of the total. In any event, the whole of the work must not be copied. No other part of the work may be copied by or on behalf of the same person for 14 days. (c) Multiple copies may be made. Statutory licences for copying of works by educational institutions (a) The Act establishes a scheme of statutory licences allowing educational institutions to copy works for education purposes. These licences allow multiple copying of: (i) an article in a periodical publication (two or more articles in the same publication may not be copied unless they relate to the same subject matter) (ii) a literary or dramatic work of not more than 15 pages in a published anthology of works (iii) a work not separately published (iv) a separately published work (only a reasonable portion may be copied unless the work is

(2)

(3)

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(b) (c)

unobtainable at an ordinary commercial price within a reasonable time) These statutory licences do not apply to computer programs. Licence fees are payable for making copies to a collecting society established under the Act. At present the appropriate collecting society is Copyright Agency Limited (CAL).

(4)

Statutory licences for copying of sound and television broadcasts by educational institutions (a) The act establishes a similar scheme (to that set out in the last section) of licences allowing educational institutions to copy sound and televisions broadcasts for educational purposes. (b) The scheme has similar requirements in relation to licence fees, copy marking and record keeping. The appropriate collecting society for this scheme is Audio-visual Copyright Society Limited (AVCOS). (c) One notable point of difference is that a school may make a preview copy of a broadcast and decide within 14 days whether to keep it for educational purposes or destroy it at the end of the 14 day period.

12.7

Special licensing arrangements available 12.7.1 Independent schools should check whether they are covered by any special licensing arrangements. For example schools which are members of the Association of Independent Schools would be able to take advantage of the arrangements entered into by the Association with: (1) Copyright Agency Limited (CAL) (2) Audio-visual Copyright Society Limited (AVCOS) (3) Australasian Mechanical Copyright Owners Society Limited (AMCOS) (4) Australasian Performing Right Association Limited (APRA) (5) VISCOPY, a collecting society for the visual arts. Under these licensing arrangements schools nominated by the AIS to the relevant collecting societies are permitted to do certain acts in relation to different types of works. Through these licences member schools are generally relieved of the reporting requirements under the statutory licence schemes referred to above and have access to an endless range of materials for use in teaching. Schools do however have special reporting requirements under these arrangements. For this reason it is essential that schools comply with the requirements notified by the AIS. Any school with a query about copyright material that may be used in schools should in the first instance direct their enquiry to the AIS who can provide complete details of the works covered by the special licences.

12.8

What remedies are available for the infringement of copyright? The owner of copyright may: (1) sue another person for infringing his or her copyright (2) restrain continuing or future infringement (3) be awarded damages for his or her losses (4) require the infringer to account for the profits from the infringement (5) require the infringer to deliver up the infringing copies

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12.9

Digital Agenda Bill 1999 Councils are advised to source copies of the terms of this amendment as they relate to copyright issues in the context of information technology.

PRESCRIBED FORM OF NOTICE FOR THE PURPOSES OF PARAGRAPH 39A(b) OF THE COPYRIGHT ACT 1968 COMMONWEALTH OF AUSTRALIA Copyright Regulations WARNING A copyright owner is entitled to take legal action against a person who infringes his copyright. Unless otherwise permitted by the Copyright Act 1968, unauthorised copying of a work in which copyright subsists may infringe the copyright in that work. Where making a copy of a work is a fair dealing under section 40 of the Copyright Act 1968, making that copy is not an infringement of the copyright in the work. It is a fair dealing to make a copy, for the purposes of research or study, of one or more articles on the same subject matter in a periodical publication or, in the case of any other work, of a reasonable portion of work. In the case of a published work that is of not less than 10 pages and is not an artistic work, 10% of the total number of pages, or one chapter, is a reasonable portion. More extensive copying may constitute fair dealing for the purpose of research or study. To determine whether it does, it is necessary to have recourse to the criteria set out in subsection 40(2) of the Copyright Act 1968.

13. Concluding Comment

As the Honour Judge Jones in a paper used by the Honourable Mr Justice David Malcolm AC Chief Justice of Western Australia at the 1995 National Conference of Chairs of Governors of Independent school councils expressed it: Have definite and effective reporting procedures so that the council is kept informed. The best legal action for a school council is preventative action.

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Governance and facilities 102

Plant, facilities and physical resources

Legal requirements 102

Facilities master-planning 102

Maintaining physical resources 103

Use of facilities 103

Technology 103

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Governance and facilities

In order to realise the intentions of the schools mission statement, the council has to ensure that the necessary resources are available in regard to planning, construction, acquisition and funding. Facilities and physical resources make the greatest demand on capital resources and have a direct bearing on the quality of teaching and learning. For these reasons councillors should have a close knowledge of the current and projected needs of the school and ensure that council structures and processes are such that those needs can be met in an efficient and accountable way. It is customary for council to elect a standing committee comprising members with background experience and expertise in resource provision and plant development, operating within a clear and relevant brief.

Legal requirements
As ownership of property also entails meeting various legal requirements, safety, protection through security measures and insurance are responsibilities that council must exercise as property owner. Advice offered in Legal Matters provides supporting information about this area.

Facilities master planning

Regardless of whether a school is relatively new or long-established, its best interests are served by engaging an architectural planning consultant, working with council, principal and the appropriate staff to develop a master plan. Master plans represent a considered view of the development path a school may take and set the parameters for the capital budget and the associated loan and loan servicing arrangements needed to resource each capital project. In this way they are essential to orderly and sustainable development. Needless to say a master plan does not bind council and principal to its projections, but it assumes that any departures from them also will be well considered and reflect a logic that is transparent and defensible. Master planning is best regarded as a holistic process for it articulates all aspects of school life. It must begin by taking account of the schools vision statement and the objectives that provide a bridge between the latter with planning and implementation. Since the core business of any school is its educational services, master planning must grow out of projected teaching and learning needs, student services and enrolment levels. The latter are determined by policy and the best possible demographic advice. From the outset council would understand that to generate a master plan or to significantly modify an existing plan is a long process and requires the involvement of the following: Council working with the appropriate school personnel to generate or review the vision statement The engagement of the schools educational leadership and external educationists with skill in interpreting trends in changing practice, needs and expectations. A discriminating line needs to be drawn between those aspects that deserve conservation and those that require development or change Curriculum area leaders to provide teaching and learning perspectives

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Students and parents to reflect back to council the attitudes of those using the schools services Church personnel with a direct interest in Christian education and schools as an extension of the Churchs business of sharing the Gospel directors, chairs of education standing committees, and Seminary staff involved in Educational Ministry.

As well, the use of these groups to provide feedback on the emerging master plan is essential and attention needs to be given to the matter of how best to keep communication open and clear for the school community. If the process is handled well it can have a substantive effect on school morale, on confidence within the school community in its ability to manage change and on future projects that involve significant change.

Maintaining physical resources

Schools typically have a significant level of investment in physical resources, and structures must be in place to achieve the following: allocation of financial resources to refurbish and upgrade resources maintenance of an asset register for purposes of insurance and upkeep an efficient and cost effective process for repairs and refurbishment budget planning to meet the costs of depreciation in an ageing plant

While council is not involved in the practical management of facilities and resource maintenance, it is responsible for ensuring that the required structures and processes are in place.

Use of facilities
Facilities are used by a variety of groups within and beyond the school proper: administration, teaching staff, students, auxiliaries, parents, old scholars, parish, and the like. For reasons of workplace safety, responsible usage and legal requirements, a school must have policies and guidelines of a general and specific nature in respect of the regular or occasional usage of school facilities. Specialist facilities such as those used for science education, sport and technology have their own particular safe-practice requirements and council needs to be assured that supporting policies and procedures are in place. Cross reference to Legal Matters is advised here. Fire drill, evacuation diagrams and procedures, periodic maintenance of equipment and inspection of plant are integral to proper use of facilities.

Technology
The increasing availability and use of information and communication technologies both enhances the quality of teaching and learning and adds another level of need in future planning, fiscal and maintenance operations. Council would note that technology provision generates another budget commitment that has both capital and recurrent implications. Schools need to consult in making decisions about curriculum needs in technology, technology applications and how they are to be maintained. Council needs to be appraised of the quality of consultation. It also has to devise ways of funding acquisitions of technology resources and providing continuing technical support.

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marketing and Fundraising

Public Relations :

Responsibility of council 105

Contextual factors 105

The marketing process 105

Fundraising 105

Public relations 106

Appendix: sample marketing plan; fundraising policies

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Responsibility of council
Councils have the responsibility for providing policy on public relations, marketing and fundraising as well as the infrastructure required to support them. For instance, policy may also involve the question of whether or not to establish an office of public relations, development, marketing, alumni and foundation within the school.

Contextual factors
In an environment where marketing from competing schools is increasing and where, as a result of demographic factors, the potential number of school-age children may be static or shrinking, it is essential to plan for sustainable enrolment levels or strategic growth (additional classes, undertaking of middle school, senior school or other projects). This involves taking a long-term view of the schools marketing plan, addressing the questions : what types of students is the school looking to enrol and what does it need to do to attract them?

The marketing process

Marketing is a management process. It is essential to have a written procedure with regard to student recruitment, retention and public relations. To effectively commence a marketing process, a school should embark on the task of generating a marketing plan. For the plan to be successful, it must have strong endorsement by the council. It must take into account all aspects of the schools functions that relate to marketing, communications and public relations. With a good marketing plan, a school will: discover opportunities explore its unique strengths ensure the future strength of enrolment enquiries become aware of potential threats strategically plan promotional activities match the marketing of the school to its preferred corporate identity Councils will note the need to periodically review existing marketing plans so that they address the changing circumstances in which schools conduct their core business.

Fundraising
The area of fundraising in schools is one which can divide or unify a school community. It is highly recommended that each school develops its own policy or philosophy in regard to fundraising. For example, the situation could arise where the school is approached by a business wanting to sponsor a section of its program. Does council allow naming rights? If so, what does it allow to be named and how much money is required to secure those naming rights. Does the Parents and Friends group fundraise? If so, what happens if it conflicts with some other group within the school community?

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Are the faculties in the school allowed to fundraise and what happens to the money they raise? Does the school allow raffles and lotteries? These issues need to be guided by policy developed by council. Foresight and planning can provide clear guidelines for various fundraising groups and ensure that income generation efforts strengthen the school community.

Public relations
Councils role in public relations is to ensure that policies and procedures are in place to address the question: who communicates the message of the school? In the case of a crisis or potential bad publicity who is the spokesperson for the school and what are the procedures to be followed in such a situation? From time to time teachers and their classes may have the opportunity to interact with the media. In this respect too, policy is necessary to ensure that the interaction and the medias use of visual and verbal material is consistent with the schools vision statement, ethos and general operations.

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Appendix A : school constitution [Insert] School constitution [Insert] Current school information [Insert]

Appendices

Appendix B : Relevant Church / school policies 108 LCA and Its Schools BLS Staffing Policy BLS Staffing Procedures BLS Guidelines for good practice : protocols Relative responsibilities of pastor and principal in the Lutheran school Hand in Hand Vision Statement Cultivating Service in Lutheran Schools Principal Appraisal for Development Policy and Procedures LCA Sexual Abuse Policy Information for school principals
(For updated copies of these documents please refer to the Lutheran schools website at http://www.lca.org.au/schools/policies.htm)

Appendix C : Sample Policies for schools 159 Relationship between school council and principal Staffing policies and procedures Staff professional development policy Marketing plan Fundraising policy Policy for faculty income generation

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Appendix B-1
THE LUTHERAN CHURCH OF AUSTRALIA AND ITS SCHOOLS 1.

The Lutheran School 1:1 The Lutheran Church of Australia has a variety of agencies through which it carries out its ministry and mission to the people of Australia and New Zealand. One such agency is the Lutheran school. The Lutheran Church of Australia, through its congregations and districts, owns and operates kindergartens, primary schools, and secondary schools in order to make available to its members and to others in the community a formal education in which the gospel of Jesus Christ informs all learning and teaching, all human relationships, and all activities in the school. Thus through its schools the church deliberately and intentionally bears Christian witness to students, parents, teachers, friends, and all who make up the world of the school. Specifically, through its schools the Lutheran Church of Australia offers a program of Christian education which * serves students, parents, the church, the community, and the government, by providing a quality education for the whole person; * strives for excellence in the development and creative use by all students of their God-given gifts; * equips students for a life of service to God in the church and the community; * provides an alternative to a secularistic, humanistic philosophy and practice of education; * includes, as a core part of the program, a Christian Studies curriculum which has been developed deliberately and consciously from the perspective of confessional Lutheranism; * involves the school community in regular Christian worship.

1:2

1:3

2.

The Lutheran School and Education 2.1 The Lutheran school is committed to serving its students by providing quality education which meets the requirements of the state, responds to the needs of its students and develops their God-given abilities as fully as possible within the resource limits of the school community; The principal functions as educational leader in the school and is responsible to the governing council for the total program of the school;. The Lutheran school operates from an underlying holistic world view which recognises the role of both Gods revelation and human reason, and into which all learning and teaching is integrated.

2.2 2.3

3.

The Lutheran School and Worship 3.1 The Lutheran Church of Australia confesses that worship of God is central to the life of the people of God in mission to the world of the school. Within the school such worship may be: * public worship of the faithful, involving the ministry of word and sacraments. This worship is open to all and will be organised to meet the needs of the school and of the wider community.

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school or class devotional exercises which are part of the regular program of the whole school and which in different ways involve all students and staff.

3.2

The Lutheran Church of Australia urges and encourages schools and local congregations to work together in worship and mission in the world of the school. * The school pastor serves as worship leader. He oversees and encourages staff, students, and others as they serve as leaders in class and school devotions. He feeds and equips the people of God for service and leads them in mission. Christian principals, teachers, and other staff are key persons in ministry and mission to the world of the school. They participate in worship and lead it when appropriate. They model the Christian lifestyle and uphold Christian values. The school worshipping community works in mission together with surrounding congregations, either as a distinct worshipping group or as an extension of a local congregation.

4.

The Lutheran School and Responsibilities of the Lutheran Church of Australia The Lutheran Church of Australia commits itself to the promotion and support of its schools by * assisting and encouraging congregations, associations, and districts to provide for the Christian education of members, in keeping with the command of Christ; * providing means and opportunity for the professional theological pre-service and in-service education of teachers; * encouraging congregations and parishes to follow-up and minister to the contacts made in the wider community by the school and to involve the members of the school community in the ministry and mission of the congregation; * working with the schools to assist them to realise their full potential as mission and nurturing agencies of the church.

5.

The Lutheran School and Responsibilities of Governing Councils and Principals The Lutheran Church of Australia expects the governing councils and principals of its schools to * staff its schools with skilled and registered educators who are able to uphold the teachings of the church and model the Christian lifestyle. In the first instance it seeks to use the services of active members of the church. Beyond that, the church seeks to staff its schools with people who are active Christians from other denominations willing to uphold the Lutheran teaching of the school. * support and encourage in-service training - including theological training - for the professional development of teachers; * promote the purpose of the school in the local congregation, zone, or district; * help the local congregation, zone, or district to use the school as a means of establishing and maintaining contact with the wider community; * actively pursue every opportunity for maximising the schools effectiveness as a mission agency of the church.

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6.

The Lutheran School and Parents The Lutheran Church of Australia acknowledges that parents have the first responsibility for the education of their children. As a church, through its schools, it therefore seeks to support parents in the fulfilment of this responsibility to their children. Furthermore, the church, through its schools, offers to all parents the option of a Christian education for their children.

7.

The Lutheran School and Government 7.1 The Lutheran Church of Australia acknowledges that the State has accepted the responsibility for providing schooling for all its citizens. This education is compulsory, free, and secular in its orientation. The Lutheran Church of Australia further acknowledges that the government permits non-government authorities, such as the churches, to operate schools, provided that they meet certain government-determined criteria, such as curriculum, and health and safety requirements. The Lutheran Church of Australia will continue to own and operate its schools in accordance with government requirements, provided that meeting these requirements does not bring the church into conflict with the Word of God or the Confessions of the church. The Lutheran Church of Australia will continue to accept financial assistance from the government under conditions determined by the government from time to time, provided that the confessional position of the church is in no way or at any time compromised.

7:2

7:3

7:4

Adopted by General Church Council September 1999 Adopted by General Synod July 2000

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Appendix B-2 LUTHERAN CHURCH OF AUSTRALIA

BOARD FOR LUTHERAN SCHOOLS

POLICIES RELATING TO STAFFING IN LUTHERAN SCHOOLS

This document brings together a number of existing Board staffing policies which were solely primary school in orientation and reflected the previous call system. The Board is now attempting to provide a coherent and consistent approach to staffing in the LCA at all levels of education. Thus it is hoped to promote and foster a sense of lifelong calling to teaching in the schools of the LCA. In approving and accrediting staff for service in its schools the Church hopes to affirm teachers in their calling, to promote Lutheran schools as centres of quality learning and to ensure that its staff understand the essential ethos of Lutheran schools. These policies aim to place staffing arrangements in the hands of each school and to empower teachers to express their desire to serve. May God continue to bless Lutheran schools through quality, caring Christian staff.

Glossary of Terms Used in the Policies and Procedures Relating to Staffing in Lutheran Schools Council: District Director: Educator: The governing body of a school. The director of a district or region and/or CEO of a Lutheran school system. Those employees of Lutheran schools with educational qualifications who are teaching or administering schools. The policy applies to those employed for 12 months or more. The head of a school. The early childhood centres, P-12 colleges, secondary colleges, secondary schools and primary schools which operate in the name of the Lutheran Church of Australia. The Lutheran Church of Australia Those parts of the formal curriculum of the Lutheran school dealing specifically with Christian knowledge, attitudes, beliefs, values and practices.

Principal: School: Church: Christian Studies:

June 2000

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POLICY ON SERVICE OF EDUCATORS IN LUTHERAN SCHOOLS

The Church as a matter of policy seeks to staff its Schools with educators who are able to uphold the teachings of the Church and model the lifestyle of a Christian. In the first instance it seeks to use the services of trained and registered educators who are active members of the Church. Preference shall be given to competent educators who are active communicant Lutherans. Beyond that, the Church seeks to staff its schools with people who are active Christians from other denominations willing to uphold the Lutheran teaching of the School. It avoids negative bias against the differently-abled, people of minority races, females and males. In order to protect its teachings, the Church reserves the right to develop practices which ensure all who work as educators in its Schools are willing to uphold those teachings in both word and deed. It sets standards of training required to carry out particular educational tasks and leadership roles. A register of those people who have approval to be employed or are accredited shall be maintained. In order to ensure these concerns of the Church are addressed, letters of appointment for all educators shall be endorsed by an approved representative of the Church. Those given responsibility for the employment of educators in Lutheran Schools shall regularly review the educators in relation to their Letters of Appointment.

POLICY ON THEOLOGICAL TRAINING FOR EDUCATORS IN LUTHERAN SCHOOLS

The Church is rightly concerned that those who would serve as educators in the Schools of the Church are fully equipped to carry out the service for which they are engaged. They should have sufficient theological understanding to uphold and promote the Lutheran character of the School. Therefore, the Church requires that they complete study in theology as a condition of their employment. The level of theological study necessary is directly related to the teaching and leadership responsibility asked of the educator. For all educators: A basic theological orientation course or its equivalent as determined by the National Director in consultation with Luther Seminary faculty; For those who teach Christian Studies: Graduate Diploma of Theology in Education [a one year course] or its equivalent or appropriate theological study as determined by BLS. For those who aspire to lead a School: Graduate Diploma of Theology in Education or its equivalent [as determined by BLS] is a minimum requirement. Completion of a Masters degree in Educational Administration from a Lutheran tertiary institution is desirable.
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It is the responsibility of the employing body to ensure that educators are properly equipped for the tasks in accordance with this policy.

POLICY ON APPROVAL AND ACCREDITATION OF EDUCATORS FOR SERVICE IN LUTHERAN SCHOOLS

Preamble: For purposes of this policy it should be understood that approval and accreditation are terms introduced to clarify the professional prerequisites for undertaking specific tasks. Granting of Approval and Accreditation indicate the individual has met the requirements set down by the Church. It is essential that all educators in Lutheran Schools have approval from the Church if they are to be delegated the responsibility for the development of those who attend. Furthermore it is required that Principals, heads of subschools, deputy principals and teachers of Christian Studies in Lutheran Schools be, or become, accredited by the Church in order to be employed in those categories. Approval and Accreditation shall be a means whereby the Church can be assured that the Lutheran Confessions are known to and understood by those who work as educators in Lutheran Schools, and that those who teach Christian Studies have an adequate grounding in Lutheran theology. The process of granting Approval and Accreditation shall be the responsibility of the Office of the National Director for Lutheran Schools. Conditions for Approval to teach shall be: appropriate educational qualifications enabling registration as a teacher according to the conditions of the relevant state authorities. satisfactory completion of a basic theological orientation course approved by the Church.

Conditions for Accreditation shall be: full teacher registration where this is a state requirement, and, either, successful completion of either the Graduate Diploma of Theology in Education at Luther Seminary, or, the Master of Educational Studies at Luther Seminary [or their equivalent], and, an understanding of, and a commitment to, the ethos of the Lutheran school, or, successful completion of the Educational Ministry Program at Luther Seminary Applicants for Accreditation by the Church will require the approval of the General President of the Church. It should be understood that all who have been accredited are deemed to have Approval status.
Policy document adopted by General Convention, Croydon, October 1997

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Appendix B-3 LUTHERAN CHURCH OF AUSTRALIA

BOARD FOR LUTHERAN SCHOOLS

PROCEDURES RELATING TO STAFFING IN LUTHERAN SCHOOLS

These procedures have been adopted by the Board to implement the Staffing Policies of the Lutheran Church of Australia (LCA). In adopting these procedures the Board has endeavoured to: promote a consistent and coherent approach to staffing affirm staff in their calling as teachers in Lutheran schools empower staff to express their desire to serve make staffing a clear responsibility of schools put in place approval and accreditation practices that ensure that staff understand the gospel ethos of Lutheran schools. Such recent changes as the ending of the calling system for primary teachers, the emergence of P-12 schools and a desire to put in place realistic accreditation procedures have led to this document. It is the hope of the Board that these procedures enable schools to continue to serve the LCA well and to enrich church and school communities.
Glossary of Terms Used in Policies and Procedures Relating to Staffing in Lutheran Schools Council: District Director: Educator: are employed for 12 Principal: School: schools and of Australia. Church: Christian Studies: specifically practices. The governing body of a school. The director of a district or region and/or CEO of a Lutheran school system Those employees of Lutheran schools with educational qualifications who teaching or administering schools. The policy applies to those months or more. The head of a school. The early childhood centres, P-12 colleges, secondary colleges, secondary primary schools which operate in the name of the Lutheran Church The Lutheran Church of Australia Those parts of the formal curriculum of the Lutheran school dealing with Christian knowledge, attitudes, beliefs, values and

June 2000

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PROCEDURE FOR STAFFING LUTHERAN SCHOOLS

To take into account the requirements of the Church, the needs of its schools and the wellbeing of the people who serve those schools, the following staffing procedures are recommended.

RESPONSIBILITY The Board for Lutheran Schools has the responsibility for setting and maintaining the standards of the Church for staffing of Lutheran schools. The Office of the National Director has the responsibility for establishing and maintaining a register of educators who meet the standards of the Church. The School has the responsibility for finding and engaging staff. The Council may delegate this responsibility to the principal. It is the policy of the Church that all full time and permanent educational positions are advertised. The Council of each school has the responsibility for setting the terms and conditions of employment in keeping with relevant industrial legislation and the requirements of the Lutheran Church of Australia. The District Directors have the responsibility to assist schools in finding appropriate educational staff, and to maintain oversight of the staffing process. They are the only persons who should contact possible applicants and they will meet from time to time to ensure schools have a suitable pool of candidates from which to make an appointment.

PROCESS The process for staffing Lutheran Schools shall be based on an open exchange of information and a desire to match the right educator with the right position. To achieve this it will be necessary for the National and the District Directors to work in close cooperation with Schools and educators. The Educators' tasks: Prepare resume [consult with District Director if required] Respond to advertisements. The Schools tasks: Communicate to District Directors notice of vacancies as they occur. Consult with District Director regarding educators expressing interest in the region. Advertise in the School Vacancy List and as considered appropriate. Receive and consider applications. Interview as considered appropriate. Extend a letter of appointment which should include items listed in BLS Guidelines for good practice Appendix 3. Send copy of letter of appointment to the District Director, who will generate a letter of welcome on behalf of the Church. The District Directors' tasks: Communicate to National Director notice of vacancies as they occur. Assist educators to develop their resumes. Assist the National Director in the collection and maintenance of data for the register of educators. Assist Councils in the process of finding and selecting appropriate educational staff. This will include recommending Luther Seminary graduates and may include conducting interviews on behalf of schools. Monitor the staffing process. Sign the official letter of welcome.

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The National Director's tasks: Establish and maintain a register of all educators seeking or currently holding positions in Lutheran Schools. Communicate to all Schools, Luther Seminary faculty and others a listing of vacancies open to Educators on a fortnightly basis or as demand requires. NOTICE OF INTENTION TO ACCEPT APPOINTMENT AT ANOTHER LUTHERAN SCHOOL Educators who are covered by an Award must give the notice required by the Award. Non Award educators, such as principals, should give notice as follows: i) the ideal 6 months ii) as a minimum 3 months Where an educator or principal intends applying for a position before the time allowed, that person must consult their principal or school council respectively. It is the schools responsibility to determine whether to insist on due notice. In the interest of good order and planning the following are strongly recommended in regard st to Late Appointments (defined as appointments with a closing date after 31 October) involving staff in existing schools. Educator appointments Educators who are applying for positions should seek the approval of their principal to apply. Appointing school should ensure that this has occurred. Principals can insist on notice in accordance with the award being given. Otherwise principals can give reasons why an educator leaving at that stage of the year is not in the interests of the school. Principal appointments As above, but, in addition, the person applying for the position and the school appointing should consult their respective director.

APPRAISAL Professional appraisal for educational staff shall be carried out under the supervision of the Principal. 1. The responsibility of the appraisal is with the Council. 2. Appraisal of Principals will be carried out under the auspices of the National Director in consultation with the appropriate Council and District Director.

PROCEDURE FOR APPROVAL AND ACCREDITATION

Upon completion of the necessary prerequisites, candidates shall forward a letter to the National Director for Lutheran Schools applying either for Approval to teach or for Accreditation. The letter should be accompanied by a full professional resume, evidence of the relevant theological education and a personal reference. The National Director shall receive and process the application, ensuring that the credentials presented are in order. The executive of the Board for Lutheran Schools shall regularly receive recommendations from the National Director and grant approval to enter candidates on the register of approved and accredited Educators. The National Director shall regularly inform District Directors of additions to the register.

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The District Directors shall regularly inform schools of additions to the register. Implications for all Educators: Approval - All Educators are to have approval status within two years of appointment. Accreditation - The process of acquiring appropriate qualifications for accreditation must commence before the third year of employment and be completed by the tenth year of appointment.

Footnotes:
1. Principals, deputy principals and teachers of Christian Studies, employed at 1/1/95, who do not hold accreditation, are not required to seek accreditation until they renew a contract or are appointed to a new position. Those primary teachers, employed at 1/1/95, who had already agreed to seek accreditation, shall complete the required studies in accordance with the terms of their agreement. Non-Lutheran educators may be accredited according to the following guidelines: i) they have fully met conditions for accreditation ii) they are active members of a Christian denomination iii) they have satisfied the District President and District Director or their representatives that their beliefs are compatible with Lutheran theology iv) their teaching of Christian Studies is under the supervision of a pastor or the principal. All principals, deputy principals, heads of subschools and teachers of Christian Studies in Lutheran schools are to be Lutheran. Non-Lutherans should only teach Christian Studies when accredited teachers are not available. Where the preferred candidate for the position of head of subschool is not Lutheran: (a) the issue needs to be discussed with the district director prior to appointment, (b) it should be written into the appointment contract that accreditation is to be gained within four years, and, (c) the district director will report such exception to the BLS for national monitoring in the interest of maintaining the integrity of Lutheran schools.

2.

3.

winref:blsstaf2.doc

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Appendix B-4 LUTHERAN CHURCH OF AUSTRALIA -- BOARD FOR LUTHERAN SCHOOLS

GUIDELINES FOR GOOD PRACTICE : PROTOCOLS FOR APPOINTMENT OF STAFF, TEACHERS AND PRINCIPALS IN LUTHERAN SCHOOLS
The Board for Lutheran Schools initiated a new staffing policy in 1996. The new system can work well in that it empowers everyone to participate in the process. However, this new opportunity has created situations where the people involved have not known what the correct process or behaviour ought to be. This document attempts to address these issues. The protocols are presented as recommendations to schools. They are about consistency across the schools of the LCA and formalised good manners. Some schools will not adopt all suggestions in their operations. Nevertheless, all schools and all who engage staff should understand that they provide a model which attempts to establish a consistent approach for all involved. In some instances the district will have specific requirements. The protocols are to be used with the LCAs Staffing Policy and Procedures documents, and are a supplement to them. 1. THE SETTING 1.1 School Level 1.1.1 The protocols should be used at primary or secondary school level 1.1.2 The protocols should be adapted for early childhood and child care settings. Variations for certain positions 1.2.1 Principal appointments should involve a panel. 1.2.2 Teaching appointments could involve a panel or consultation in some way. 1.2.3 Staff appointments other than teachers could involve consultation as appropriate.

1.2

2.

THE POSITION 2.1 Details of the Position 2.1.1 The job description or position statement should be reviewed. If none exists, it should be developed. Most districts have an exemplar (Appendix 1 for example). 2.1.2 The conditions and salary for the position should be determined. Advertising 2.2.1 All full-time and permanent educational positions are to be advertised through the Lutheran School Staff Vacancy Website at http://www.teachers.on.net/teachers/wedge.cgi?wedge_file=vacancy. wed&wedge_page=select&group=LUT. 2.2.2 Advertising may also be placed in additional appropriate publications (a) The Lutheran (b) The Weekend Australian or your metropolitan/provincial daily (c) Local papers, bulletins, newsletters etc.

2.2

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2.2.3

2.2.4

Part-time or contract positions may also be advertised in the Lutheran School Staff Vacancy Website at http://www.teachers.on.net/teachers/wedge.cgi?wedge_file=vacancy. wed&wedge_page=select&group=LUT or other appropriate publications. Contents should include: (a) Brief details of the context of the vacancy. (b) How applicants are able to obtain duty statements, and/or person specification [selection criteria] from the school office together with any other relevant information about the school. (c) The exemplar advertisement which is Appendix (2) of this document should be adapted to suit your circumstances.

3.

APPLICATIONS 3.1 3.1.1 Action by Applicants Prepare application, containing full curriculum vitae [resume] 3.1.2 Include copies of certificates, degrees, and other relevant documents 3.1.3 Include names of referees, including addresses and phone numbers 3.1.4 Address job description/person description/selection criteria. 3.1.5 There is no set length for applications - they should be complete but avoid becoming overlong. 3.1.6 Post application to the person nominated in the advertisement. Action by School 3.2.1 Applications are received, acknowledged in writing and filed. 3.2.2 Applications should be kept in an appropriate, confidential place. 3.2.3 Referees should be contacted, and questioned. 3.2.4 A short list is desirable when the applications are numerous. 3.2.5 Short listed applicants should be invited to interview at a mutually convenient time.

3.2

4.

COMPOSITION OF PANELS The suggestion is introduced in this section that panels rather than individuals may be a good way to interview candidates for many school positions. Interviews by more than one person are also helpful. 4.1 A panel usually consists of no more than four people 4.1.1 For the selection of a principal the panel should include the District Schools Director or the director's nominee, the chair of the governing body, another member of the governing body and/or any other appropriate person. 4.1.2 For the selection of a teacher, a panel could consist of the principal, a senior staff member, a member of the governing body and/or a parent of the school. 4.1.3 For the selection of any other staff member, a panel could consist of the principal, and a supervisor. 4.2 If members of the panel are not available, appropriate substitution could be made. THE CHAIRPERSON 5.1 5.2 5.3 The principal should be the chairperson unless the panel is selecting a new principal. The chairperson of the governing body should be the chairperson of the panel in the case of selection of a principal. Duties of the chairperson 5.3.1 The panel chairperson has the responsibilities to co-ordinate the interview times and to communicate with the applicants.

5.

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5.3.2 5.3.3 5.3.4

The chairperson is expected to write a brief summary report of all the interviews for the records and for any reports which may be required in the future. Panel members are expected to approach and work through the chairperson should any dispute or discrepancy arise during the selection process. Applicants may approach the chairperson to gain feedback if they have been unsuccessful. It is inappropriate to discuss any part of the selection process with other panel members.

6.

PANEL RESPONSIBILITIES PRIOR TO INTERVIEW 6.1 The panel ought to meet as soon as possible after the closing date for applications to determine a short list of applicants. 6.1.1 The short list is selected from applicants who are considered to have the necessary experience and qualifications based on the established criteria. A check of referees is essential. (See Appendix 3) 6.1.2 Short listed applicants should be notified of the details of the interview as soon as possible by telephone followed by a formal letter. A time and venue for interviews should be arranged as soon as the short list has been determined. Short listed applicants should be advised of 6.3.1 The time and venue of their interview 6.3.2 The composition of the selection panel Applicants who are not chosen for the short list must be notified in writing that they have been unsuccessful. The letter can be short, to the point, but should thank them for their interest and effort. Panel member preparation 6.5.1 All panel members should make themselves aware of the job description and person specification that relates to the position to be filled. 6.5.2 All panel members should be familiar with the contents of all CVs before the interviews but after criteria for selection and appointment have been set. 6.5.3 All panel members need to take part in a briefing session well before the interviews. The agenda for the briefing session should include: (a) Interview procedure (b) Key questions on which the interview is to be based, noting any gaps in the application (c) Framing of questions to assist easy and effective response of the candidate.

6.2

6.3

6.4

6.5

6.6

If a panel is not used 6.6.1 6.6.2 The principal or the principal's nominee carries out the duties of the chairperson and the panel. Candidates should be informed of who will be present at the interview.

7.

THE INTERVIEW 7.1 All interviews need to be held in a place which is:

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private and out of hearing of other people allows an applicant to arrive, wait and leave, unobserved where practical free from interruptions tidy with good lighting and a comfortable ambient temperature comfortable with suitable furniture arranged to encourage face to face conversation for all involved.

7.2

The interviewer[s] should make every endeavour to put the applicant at ease, so that the person is able to perform at optimum level. Interviews should be no more than one hour, depending on the position. Allow at least ten to fifteen minutes after the interview to discuss or record impressions. Interviewer[s] could be assisted by having methods of recording observations during the interview. A proforma, used flexibly, is recommended.

7.3 7.4 7.5

8.

SUMMARY OF THE INTERVIEW 8.1 Prepare a brief resume of each interview 8.1.1 Outline the strengths and limitations of the candidate. 8.1.2 Note relevant comments by panel members. Keep summary in the candidate's file 8.2.1 In the event that any applicant requests feedback or information as to why an application was not successful, the summary provides the chairman or interviewer with helpful information. 8.2.2 The record should be retained for at least one year.

8.2

9.

MAKING THE SELECTION FOR RECOMMENDATION OR APPOINTMENT 9.1 Following the completion of all interviews the interviewer[s] should review the applicants in relation to every key item in the job/person specification. Selection by panels should be by consensus through open discussion based on factual information. Applicants should be ranked in order of preference. Selection should not be determined on age, race or gender. If no applicants are suitable, the position needs to be re-advertised or names of additional potential applicants sought from appropriate authoritative sources. The interviewer[s] will either act to make the appointment, or recommend to the person or group who will act to make the appointment.

9.2

9.3 9.4 9.5

9.6

10.

INFORMING THE APPLICANTS 10.1 It is important that all applicants, in the normal course of events, will be informed of the outcome of the interview process within one week of interview. This means that an orderly process will have been put in place in advance to ensure that all those who are part of the decision making process are informed of when they are required to meet. Contact by phone should be made as soon as a decision is reached 10.2.1 The successful candidate should be informed first. 10.2.2 Telephone all other applicants very soon after acceptance by that candidate.

10.2

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10.2.3 Notify the District Schools Director of the decision. 10.3 Write to all applicants to confirm the telephone calls 10.3.1 The letter to the successful candidate should be the formal letter of appointment, containing all necessary documentation. (See Appendices 4 & 5) 10.3.2 The letter to other applicants should be brief and to the point, and should include a word of thanks for their interest and effort. Inform the District Schools Director in writing of the appointment.

10.4 11.

SPECIAL CONSIDERATIONS 11.1 11.2 Write a letter of thanks to members of the panel - especially any person who has been co-opted from elsewhere. Acknowledge any assistance given by teachers and secretarial staff in the process.

12.

LATE APPOINTMENT INVOLVING STAFF IN EXISTING LUTHERAN SCHOOLS Late appointments are defined as those with a closing date after 31 October. Teacher appointments Teachers who are applying for positions should seek the approval of their principal to apply. Appointing schools should ensure that this has occurred. Principals can insist on notice in accordance with the award being given. Otherwise principals can give reasons why a teacher leaving at that stage of the year is not in the interests of the school. Principal appointments As above, but, in addition, the person applying for the position and the school appointing should consult their respective District Schools Director.
st

13.

DISTRICT INVOLVEMENT AT THE INSTALLATION OF A PRINCIPAL The installation of a principal in a Lutheran school is an act both of the Lutheran church locally and of the Lutheran Church of Australia. In this way the act of installation for a principal mirrors the installation of a pastor, which is both a local and wider church event. The installation of a principal will be elevated as a celebration if the Lutheran Church of Australia is represented by the District Schools Director, or a representative of the District Lutheran Schools Council. To allow the LCA, through the District, to show its support for the act of installation and to symbolise that the principal is taking on a role within the Lutheran Church, beyond that of the local school, the service of installation should involve the District Schools Director or District Lutheran Schools Council representative. This may happen in the following ways: 1. 2. 3. 4. Appropriately welcome and acknowledge the presence of the District representative Have the District representative stand along side of the pastor, facing the congregation, during the act of installation Request the District representative to give a Scripture greeting along with others, like the council chairperson Give the opportunity for the District representative to give general greetings to the assembly at some stage during, or at the close of the worship service.

Before setting the date for an installation the school governing body should contact the District Schools Director to arrange District education representation.

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Appendix B-4 (a)

Exemplar Job Description

Protocol - Appendix 1

Job Description
Principal
1.0 Role The Principal is the executive officer of <<NAME>>Lutheran Primary School,<<PLACE>>. The position involves providing educational, operational, industrial and financial leadership within the school. The Principal heads a team of people, both teaching and non-teaching, who work together to serve the school community.

2.0 3.0

Task

Authority and The Responsibility 3.1 The Principal is appointed by the <<NAME>>Lutheran Primary School Committee with the approval of the congregation of <<NAME>>Lutheran Church<<PLACE>>, and operates with the authority delegated by the Church through those bodies. 3.2 The Principal is responsible to and reports to the congregation through the Committee. 3.3 The Principal shall attend all School Committee meetings unless the Committee decides otherwise in a particular situation, and shall report regularly, in writing, regarding all aspects of school life. Duties 4.1 In general the Principal shall: a ensure that the school is effectively implementing its objectives; b assume full responsibility for the organisation and administration of the school and the educational program; c work together with Pastor(s) of the Congregation in developing and implementing an effective total ministry. 4.2 The Principal shall be responsible for the provision of a high quality educational experience for each child, using as much as possible the curricular materials and assessment standards developed by the Queensland School Curriculum Council [QSCC]. 4.3 The Principal shall be responsible for the quality of teachers' professional activity. To this end he/she shall: a take a leading role in securing qualified teachers; b arrange regular teacher meetings; c help staff set appropriate educational goals; d review lesson plans regularly; e make regular evaluative visits to classes and discuss these with teachers concerned; f work to establish a school atmosphere conducive to teaching/learning; g promote a co-operative spirit among staff; h from time to time, where possible, teach classes when the teacher of that class is absent for whatever reason i.e. illness, in-service training and the like; i encourage staff to grow professionally through study, observation and sharing; j support teachers in their classroom leadership; k acknowledge and affirm good teacher performance; l represent staff needs to the School Committee; m prepare/maintain a staff handbook.

4.0

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4.3

4.4

The Principal shall be responsible for all school administrative operations. To this end, he/she shall ensure that: a a thorough orientation programme of new staff, including nonteachers, is conducted as needed; b monies are appropriately collected and accurate financial records maintained; c school materials and equipment are ordered and procured; d school accounts are paid promptly; e accurate records of inventory are kept; f essential records are kept up-to-date and housed in a secure place; g any public relations matters are dealt with appropriately; h school news is sent to parents regularly; i buildings, grounds and equipment are maintained in good condition; i the school's obligations under Industrial and other legislation are carried out. The Principal shall be responsible for the total development of each child enrolled in the school. To this end he/she shall: a ensure that appropriate discipline and behaviour are maintained in a consistent manner throughout the school; b model clearly the standards of behaviour adopted by the school; c show concern and interest in each child's abilities and progress; d ensure that each class is meeting its objectives; e communicate effectively with children; f ensure that contact with agencies outside the school which serve special needs (e.g. physchological services, welfare services, counselling services, remedial services, etc) are established and maintained; g serve as a friend and adviser to children; h ensure that admission, transfer, suspension and expulsion of children is handled in an appropriate professional manner;

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Appendix B-4 (b)

Exemplar Contract for principal THIS AGREEMENT is made on BETWEEN: The School Council of <<Name>> Lutheran School (the "School Council" representing a school of [a congregation/an association of congregations/parish] of the Lutheran Church of Australia [ ] District); AND IT IS AGREED AS FOLLOWS: 1. MUTUAL MINISTRY This formally recognises the mutual commitment of the parties to the ministry of <<NAME>>Lutheran school. The parties are guided in all relationships by the principles expressed in Galatians 5 and 6 where we are admonished to "serve one another in love" and "carry each other's burdens." To that end, the School Council on behalf of the [school/congregation/association/District] pledges to address and meet the overall needs of the principal, and the principal promises to provided exemplary servant leadership in the school. In this spirit they will pray for each other and seek to have their relationship informed by mutual respect and concerned Christian love. 2. DEFINITIONS AND INTERPRETATION 2.1 Definitions In this Agreement, unless the context otherwise requires: "Agreement" means this agreement, as it may later be amended or supplemented by the parties in writing. "School" means <<NAME, PLACE>>. 2.2 Interpretation In this agreement except to the extent that the context otherwise requires: (a) any word importing the singular numbers includes the plural and vice versa; (b) any word importing one gender includes the other genders; (c) any reference to "writing" includes any means of reproducing words in a tangible, permanently visible form and in the English language and "written" has a corresponding meaning; (d) any reference to an agreement or to another contractual instrument includes subsequent amendments to it or replacements of it or changes in it entered into in accordance with its terms but only to the extent to which such amendments or changes are expressly or implied permitted by the terms of this Agreement; (e) any reference to a party to the Agreement includes reference to its successors and permitted assigns, and in the case of a body or persons includes that body as constituted from time to time; (f) any reference to a clause, sub-clause, paragraph, sub-paragraph, Schedule, Annexure or Exhibit refers to a clause, sub-clause, paragraph, sub-paragraph, Schedule, Annexure or Exhibit to or of this Agreement; and day of Appendix 2 19 .

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(g) any heading used in this Agreement is used for convenience only and shall not be used in the interpretation of this Agreement. 2.3 This Agreement shall include the Constitution and By-laws of the Congregation and School and the Constitution and By-Laws of the District from time to time. In the event of any inconsistency between a provision of this Agreement and the constitutions or any of the By-Laws of either the congregation, school or of the District, those Constitutions or By-laws shall over-ride this Agreement to the extent of the inconsistency only. 3. APPOINTMENT The School Council appoints the Principal effective from [ ], and the appointee hereby agrees to act, as the Principal of the School for a period of five (5) years subject to the terms and conditions provided in this Agreement. 4. REMUNERATION During the term of this Agreement, the Principal's remuneration package shall be reviewed annually by the Executive Committee of the School Council. The remuneration package for the calendar year [ ] shall be $ . Including holiday pay. (The parties will be guided by District School/Education Department Recommendations as a safety net). Packaging of the above salary is available so long as there is no loss of value to the Principal and no additional cost to the school. The remuneration specified above, or as packaged by mutual agreement shall be payable by cheque or electronic transfer loading fortnightly in equal instalments, unless otherwise agreed from time to time. 5. BENEFITS In addition to the salary payable, the Principal is entitled to: (a) Four weeks annual leave which will normally be taken within School holidays, unless prior approval is granted by the School Council for another time; (b) days sick leave per annum, which is cumulative; (c) long service leave of 1.3 weeks for every year of service to Schools of the Lutheran Church of Australia, available pro-rata after seven years of service, and available to be taken after ten years of continuous service within Lutheran Schools; (d) compassionate leave (with or with-out pay) may be granted at the discretion of the School Council; (e) leave without pay may be granted at the discretion of the School Council; (f) reimbursement of expenses incurred in the execution of authorised School business. (Authorisation of expense claims above $500 including full supporting documentation, must be obtained from the School Council Chairperson.) 6. SUPERANNUATION The School Council will contribute an amount per year to the Principal's nominated superannuation fund in line with the Superannuation Guarantee legislation. The Principal may make personal contributions to the nominated Superannuation Fund. 7. TERMINATION OF AGREEMENT

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The School Council may terminate this Agreement effective immediately by notice in writing in any of the following circumstances: (a) the Principal, after reasonable warning and counselling from the School Council, neglects to carry out the Principal's duties and responsibilities under this Agreement; (b) the Principal disobeys or neglects any lawful orders or directions of the School Council which brings the school into disrepute or jeopardises the educational program of the school; (c) if the Principal is unable properly to fulfil the Principal's duties and responsibilities under this Agreement through illness or any other cause for any continuos period of six (6) months or for any periods exceeding in the aggregate six (6) months in twelve (12) consecutive months except as allowed under this Agreement and excluding any leave taken during the relevant periods from the reckoning of the period of incapacity; (d) if the Principal is convicted of any serious criminal offence or does any act or makes any omission which in the opinion of the School Committee brings the School or the church into disrepute; (e) if the Principal becomes of unsound mind or bankrupt where it affects his ability to perform his duties of office. The Principal may terminate this agreement by giving notice in writing to the School Council at least three (3) months in advance of implementation. 8. DISPUTE RESOLUTION In cases of dispute or difference between the School Council and the Principal in respect of any matter, resolution shall be attempted through a procedure recommended by the Schools/Education Department of the District.

9. PERFORMANCE APPRAISAL During the third year of appointment the School Council shall arrange for an assessment of the Principal to be undertaken. This review will be in accordance with the principles developed by the Board for Lutheran Schools and endorsed by the District. Ongoing appraisal will occur on a regular basis to ensure the Principal and school function at the most effective level. 10. RENEWAL OF APPOINTMENT Six (6) months before the expiry date of this Agreement, or earlier at the request of either party, the School Council and the Principal will enter negotiations regarding the arrangements to apply upon the expiry of this Agreement. These negotiations must be finalised by the expiration of twelve weeks from the start of thenegotiation period. 11. GENERAL PROVISIONS 11.1 At all times during the term of this Agreement the Principal shall uphold and promote the teaching of the Lutheran Church of Australia and set an example to other members of staff and the student body of an upstanding Christian person. Without in anyway limiting clause 7, behaviour which leads to a finding against the Principal by any duly constituted disciplinary committee of the District or the Lutheran Church of Australia (other than an investigating committee) shall be deemed a breach of the Principal's duties and responsibilities under this Agreement and may result in such disciplinary actions, including termination of

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this Agreement, as the School Committee shall determine in its unfettered decision. 11.2 The Principal shall refrain from making comments, written or otherwise, to any meeting, assembly or form of the media on matters of policy or otherwise in relation to the School Council without express written consent of the School Council or its chair. Where possible, the School Council or its chair shall prepare in conjunction with the Principal and other external advisers as the School Committee thinks appropriate, the text of any statement concerning policy to the media. The parties shall keep the terms of this Agreement confidential to the Principal and members of the School Council.

11.3

12. OTHER This Agreement includes the "Job Description for the Principal [Date]" as appended. It is to be read in conjunction with the Model Statement - The Principal - Responsibilities and Relationships as issued by the Lutheran Church of Australia, copy attached.

Signed by:

In the presence of:

(witness)

Signed for and on behalf of the School Council of <<NAME>>Lutheran School by

Who certify they are properly authorised to sign this Agreement

(witness)

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Appendix B-4 (c)

Letter of appointment Teachers in Lutheran schools Protocol Appendix 3

Points to include: The position is full-time, either permanent or temporary (give exact dates) or The position is part-time, either permanent or temporary Exact title or description of the position Conditions under which the position is offered eg. Award for teachers in non-government schools plus enterprise agreement The exact classification of the position The exact salary, both annually and fortnightly Any conditions which exceed or vary from the award conditions eg. primary sick leave or transfer costs, Superannuation information etc. Duties and responsibilities expected by the school. (These should be a fairly detailed listing) Requirements for theological training relative to the position Documents which form part of the conditions of employment at the school and which should accompany the offer of appointment are : Schools Statement of Philosophy or Mission LCA Statement Lutheran Church of Australia and its Schools LCA Statement The Teacher in the Lutheran School

Statement of acceptance of the position and its conditions to be signed by the appointee

(other items as deemed necessary)

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Appendix B-4 (d)

Exemplar position advertisement Protocol Appendix 4

EXEMPLAR OF A GOOD ADVERTISEMENT

Name & address of Position title & nature

Identification with Lutheran Church if not clear in school name

full time / part time

TRUTH COLLEGE
(LOGO) Commencement date of position

Urbansville, Queensland
a coeducational day school of the Lutheran Church of Australia requires a

HEAD OF DEPARTMENT
Health Education

Qualification
Applications are invited from suitably qualified candidates for this full-time position commencing at the beginning of 2000. Ability to teach in another subject area would be an advantage. Applicants should hold appropriate educational qualifications and be acceptable for registration in Queensland.

Job description available

Applicants must be able to uphold the Christian values of the school. A job description is available on request. Applicants should apply in writing, giving curriculum vitae and including two references to: The Principal Truth College PO Box 1234 Urbansville Qld 4567

Clear statement of school ethos

Closing date

Where applications are to be sent What applications should

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Appendix B-4 (e)

Protocol Appendix 5

Paedophilia To ensure that the Lutheran school is a safe place it is important that appointing bodies assure themselves that any person to be appointed has a clean record in this matter. A school needs to be satisfied with an applicants response to these three questions: 1. 2. 3. Do you have a criminal record of a sexual offence or an offence against a student or child? In some cases teacher registration boards will not register such a person. Have you been the subject of a formal disciplinary action in relation to improper conduct of a sexual nature with a student or child? Have you engaged in any improper conduct involving a student or a child which would preclude you from future employment with your former employer.

Presently there are discussions taking place at the national level to facilitate the provision of this information in an efficient manner. It is imperative that contact be made with a previous employer to be assured of an applicant's suitability.

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Appendix B-4 (f)

DISTRICT SCHOOL INVOLVEMENT AT THE INSTALLATION OF A PRINCIPAL

The installation of a principal in a Lutheran school is an act both of the Lutheran church locally and of the Lutheran Church of Australia. In this way the act of installation for a principal mirrors the installation of a pastor, which is both a local and wider church event. The installation of a principal will be evaluated as a celebration if the Lutheran Church of Australia is represented by the District Schools Director, or a representative of the District Schools/Education Department. To allow the LCA, through the District, to show its support for the act of installation and to symbolise that the principal is taking on a role within the Lutheran Church, beyond that of the local school, the service of installation should involve the District Schools Director or District Schools/Education Department representative. This may happen in the following ways: 5. 6. 7. 8. Appropriately welcome and acknowledge the presence of the District Schools representative Have the District Schools representative stand along side of the pastor, facing the congregation, during the act of installation Request the District Schools representative to give a Scripture greeting along with others, like the council chairperson Give the opportunity for the District Schools representative to give general greetings to the assembly at some stage during, or at the close of the worship service.

Before setting the date for an installation the school governing body should contact the District Schools Director to arrange District representation.

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Appendix B-5

RELATIVE RESPONSIBILITIES OF PASTOR AND PRINCIPAL (*) WITHIN THE LUTHERAN SCHOOL

Please note that throughout this document Principal will be used to refer to the Head of both primary and secondary schools

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1. This paper is an attempt to examine systematically the relative responsibilities of pastor and principal within the context of Lutheran schools. To do so requires a careful look at the underlying fundamentals, the responsibility of both offices, those matters which holders of both offices need to take into consideration before acting and, finally, the least damaging and most useful procedures for resolving conflicts when they do occur. 2. Throughout the history of Lutheran schooling in Australia there has been a link between pastors and schools. From the earliest days of Lutheran migration congregations and their pastors have established schools for nurture and the preservation of our ecclesiastical (and sometimes cultural) heritage. This close binding has been a good thing. Further, the establishment of colleges was closely bound to the church's need to find and prepare young men seeking to enter the Seminary. Often pastors were called as headmasters for the schools. That has also been a good thing. 3. As times have changed, the responsibility for schooling, has shifted from clergy to laity. Furthermore, schools are now subsidised by State and Commonwealth Governments. As a result there has developed a perception of distance between schools and congregations. 4. Pastors of congregations where schools exist and pastors serving as college pastors have become key links in the relationship among the Lutheran Church and its congregations and their schools. Over a period of time, particularly as rapid expansion has occurred, tensions have developed in the relationships between pastors and primary school principals and the relationships between college pastors and secondary principals. The causes for these tensions have been many and complex. The outcomes have ranged from amicable solution to open conflict. 5. Lutheran schools exist within the Lutheran Church. That is to say the organisation which is the school exists within the organisation which is the church. For that to occur, it is not necessary, nor even probable, that every person associated with either organisation is part of the true Christian church. As part of the church, schools share the same Confession and many of the same objectives as the church. At the same time, the church has objectives beyond those of schooling and schools have objectives outside those of the church. 6. It is important at this point to clarify an understanding of the difference between a school of the Lutheran Church and a congregation of the Lutheran Church, since any discussion of the role of pastor requires a recognition that the pastors role in a school is different from the pastors role in a congregation. A congregation of the Lutheran Church is a gathering of Lutheran people around word and Sacrament so that they might respond to the Gospel in active ways. They worship together, they study together, they grow together. Ideally they manifest the Body of Christ to their local community. A school of the Lutheran Church is a group of people who spend a period of their lives learning and teaching a variety of disciplines within the structure of an institution imbued with the ethos of Lutheran beliefs and practices. 7. Within the congregation a key focal point for worship, leadership, learning, administration and fellowship is the person called pastor. Within the school, the key focal point for administration, learning, leadership and responsibility is the person designated principal or school head. Those ordained who are set aside for a

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particular function, who move from congregation to school, can become discomfited as the focus of their activity and actions changes. 8. Those whom the church ordains (rightly calls) are set aside for particular tasks which only they can perform. Simply stated they are to publicly proclaim the Gospel and administer the Sacraments. This is their responsibility and for it they must answer to the church and to God. In practical terms they are responsible to those people appointed by the church to have oversight of its activities in various spheres. Thus there is a clear responsibility to other people. An ordained person must act totally within the proper structures of the church. For all ordained there is a clear responsibility to be answerable to the council of the district in which they work and to the president of that district. As well, they must be prepared to place themselves within the organisation to which they are called in service, accepting its structures and limitations on their freedom, so long as such structures and limitations do not prevent them from executing their particular role. 9. Those whom the church appoints to head its schools have a particular set of responsibilities documented in the constitution of the school. They are clearly responsible to the council of the school for all that they do and must account for their activities to that body. The council is elected by the church and charged with the responsibility of ensuring the school operates in all ways as the church would have it operate. School councils have a direct responsibility to the appropriate authorities of the church. 10. All work in schools, including that of pastors, must be accounted for to the council. In practical terms responsibility for oversight is delegated by the council to the principal. The principal must be able to require of all staff compliance with directions, policies and assigned duties. A pastor working in a school must place himself under the authority of the principal in the areas where the principal is accountable. At the same time, a principal must be willing to defer to the authority of a pastor when the pastor is fulfilling his rightful responsibilities in regard to Word and Sacraments. A pastor of a congregation with a school must be careful to avoid usurping the rightful authority of the governing body over the principal. When a pastor is a member of a governing body, his advice is essential, but he is limited in authority by that membership. This is particularly a problem at times when conflict occurs between principal and council, or between principal and others. The pastor may have to step aside from his council post in order to be able and available to minister to all parties. 11. The definition of responsibility addressed here is " . . . the particular load of care placed on someone who is accountable." In this discussion both the principal and the pastor have a particular load of care for which each is accountable. The pastor must safeguard and publicly proclaim that which is essential to the church. The principal must work through others to ensure the school is operating as the church would have it operate. Each has a key role to play. Both must recognise the need for cooperation and mutual support in the pursuit of their individual responsibilities. When, at some inevitable point, they disagree over the meaning or implications of specific decisions or actions, each must be in a position to speak openly and frankly to the other and conversely to listen openly to what might need to be said. 12. For the openness to exist, both pastor and principal must understand and accept the other as striving to achieve the same goals. Such openness will exist if the

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principal is church-minded and the pastor school-minded. Both parties must be able to distinguish between what are their personal views and what are matters which belong to the essence of what the church would have in its schools. Activities which might nurture an open relationship could include regular meetings which are sometimes formal and sometimes informal, common study of the Word, the Confessions and educational issues, and occasional shared recreational activity. Such activity would build the three critical areas of required mutual respect, namely theological, professional and personal. 13. Within the relationship a model for understanding the interaction would place the pastor into the role of the principals theological adviser and the principal into the role of the leader who must hear, and take seriously, the theological advice of the pastor. In education policy and school management the pastors voice is the same as any other. 14. Undergirding and supporting the relationship at all times will be the mutuality of shared faith and the foundation of Christian love. 15. In the course of time, however, it is probable that divergent views will occur. Differences will be discovered, issues will irritate, actions will be criticised or misunderstood. Sometimes real mistakes will occur. The two will disagree. At such times a strong relationship between the pastor and the principal will provide the basis for working through the issue. 16. Generally, conflict can be avoided unless the matter revolves around a struggle for power. Such power struggles will develop when either or both parties have forgotten the basis for their relationship, overstepped their relative roles, lost respect for the other in any one of the three key areas or misused their respective office. 17. In such situations a clear process must be available so that both pastor and principal have formal avenues of consultation which can lead to a resolution of the conflict. The first avenue should be the school council via the council chair. Either party should have the power to raise a matter of concern. Firstly, the council must decide whether to deal with the matter itself or refer it on. If, for any reason, the matter is to be referred it should be a request from the council chair via the District Director for a meeting of the president, the District Director, the pastor and the principal. The president and director will assist the pastor and principal to work through the issues. They may delegate the actual work. If, in the final instance, matters cannot be resolved, the disagreement would have to be of such a serious nature as to involve the structures set out in the constitution of the church. 18. At all times it would be essential that all parties are seeking to resolve the matter and restore the relationship to a positive cooperative and productive state.

Endorsed by the College of Presidents in June 1998 and the Board for Lutheran Schools in August 1998. Amendment endorsed by BLS and CoP June 2001

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Appendix B-6

LUTHERAN CHURCH OF AUSTRALIA GENERAL SYNOD JULY 2000

HAND-IN-HAND SCHOOLS AND MISSION VISION STATEMENT

BE IT RESOLVED that the following Vision Statement be adopted. The mission of the LCA is to share the love of God in Christ with the world. Lutheran schools provide the church with many opportunities to make contact with the people of local communities and to respond to their physical and spiritual need, and so to both demonstrate and declare the gracious love of God. Congregations and schools are encouraged to be more intentional, diligent, sensitive and flexible in responding to these mission opportunities. Reasons for the proposal There have been ongoing discussions between College of Presidents, school directors and principals, mission directors, and others during this synodical year in relation to the emerging role of the LCAs schools in its mission. How can the LCA best respond to the mission opportunities that are present in schools? This proposal represents agreement on the desire and need to be intentional and then to seek ways for effective response. [Home Mission Department/Board for Lutheran Schools/GCC]

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Appendix B-7

CULTIVATING SERVICE IN LUTHERAN SCHOOLS

1. Lutheran schools exist as agencies of the Lutheran Church in its mission to the people of Australia. Through its schools the Lutheran Church of Australia (LCA) provides a quality program of education that is informed by the gospel, witnesses to the gospel and provides a service to the community. If schools are an integral part of the church those who teach and lead in them are also closely related to the church. In this way service in Lutheran schools is seen as a ministry and not just a teaching job. To assist in the vocational formation of its educators and administrators the LCA provides ongoing courses and programs through Luther Seminary, theological orientation programs for staff and supports local schools in the development of an understanding of the culture of the Lutheran school. There are many advantages for both educator and Lutheran schools when the educator provides a lifetime / lengthy period of service to Luthern schools. These include: 4. An educator can plan to enjoy a lengthy service in a system where they feel they can serve; An educator develops an understanding of the culture and ethos of the Lutheran school and can bring it to another school and enrich that school; The church and its schools can invest in an educator and see long term benefit from the investment;

2.

3.

To encourage long term service in Lutheran schools the following are offered: An LCA common staffing policy with church accreditation; Portability of all benefits and entitlements from one Lutheran school to another; A national staff superannuation scheme; When a teacher moves from one Lutheran school to another, removal costs are paid for by the school to which the teacher is going; Other benefits including Salary Continuance Insurance and Health Benefits.

5.

As far as principals are concerned the LCAs esteem for the principal is recognised as follows: District involvement at installation Principals have some form of syndical representation as delegates Principals meet with pastors in conference and receive the General President's letter to pastors Not withstanding the above and the corporate nature of the Lutheran school, the LCA values and affirms the local authority of each of its schools. It desires a balance between this corporate identity and local authority. Educators are encouraged to discuss with their principal and director their future service in Lutheran schools as they reflect on Gods gifts to them as individuals, and their own needs and the needs of their family. Principals should discuss the same issues with their director. In encouraging long term service to Lutheran schools there is a need to ensure a competent teacher in one Lutheran school is able to find employment in another Lutheran school. Lutheran schools are committed to ensuring employees of Lutheran schools are considered in any appointments.

6.

7.

8.

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In affirming local authority the LCA expects that its schools would regard competent teaching and administration in a Lutheran school as a key criterion for appointment and weight this criterion accordingly. If a school/principal finds itself in the situation of 1 appointing, to a position of administration , a person outside of Lutheran schools, instead of a person presently employed in Lutheran schools, they should consult the district director, who may request the school to justify the decision to the District Education Committee. 9. Districts need to find ways to support those principals who no longer wish to serve as principals, but who still desire to work within Lutheran schools.

Position of administration is defined as principal, deputy principal, head of subschool.

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Appendix B-8

Lutheran Church of Australia Board for Lutheran Schools

Principals Performance Appraisal

Policy and Procedures

February 1999

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Principals Performance Appraisal for Lutheran Schools

CONTENTS

1. Policy Rationale 2. Purpose 3. Background 4. Guidelines for Principals' Performance Appraisal 5. Generic Leadership Criteria 6. Procedure

Prepared for the Board of Lutheran Schools by Neil Dempster and John Lindsay of the Griffith University Centre for Leadership and Management in Education

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1. Policy Rationale
The 1995-1997 strategic plan for the Board for Lutheran Schools (BLS) had as a key objective: to develop and promote resources for the performance review of Principals. When the plan was reviewed in 1997 and extended to 1999, the importance of this objective was reaffirmed and given priority status. The objective was rewritten and now reads: to review and revise the Principals role statement from the BLS handbook and develop an appropriate model for the regular professional review of Principals. Clearly, Principals performance appraisal is a priority and this document is designed to address it with policy and procedures to guide practice. The Lutheran Church of Australia (LCA) document : Procedures for the Staffing of Schools states that the appraisal of Principals will be carried out under the auspices of the National Director in consultation with the appropriate Council and District Director. Appraisal is thus seen as an important part of LCA Staffing Policy and Procedures. Over the last few years a generic contract for Principals has emerged and this contains specific reference to formal appraisal. This commitment to performance appraisal of Principals is not being imposed from above. It reflects a desire by Principals for honest, open, objective and fair feedback. School governing bodies and their Principals are all expected to account for the stewardship of their responsibilities. This accountability reflects a genuine desire to improve leadership in Lutheran schools, to provide both Principals and governing bodies feedback on leadership to ensure appropriate professional development for Principals, and to establish a culture in Lutheran schools where regular appraisal of all is regarded as the norm. There is a strong belief underpinning this approach that there is great value in promoting a reflective leadership culture.

2. Purpose
The purpose of this document is to outline the policy and procedures that have been developed for the 1999 trial of performance appraisal for Principals in Lutheran schools.

3. Background
Given a policy commitment and desire for a collaborative approach to the appraisal of Principals in Lutheran schools, early in 1998 it was recommended that an initial workshop be held to undertake three tasks: to develop key leadership and management dimensions of the Lutheran Principal. It was hoped that these dimensions would answer the question: "What does it mean to be a good and effective leader in a Lutheran school?" to agree on principles for appraisal within Lutheran schools in terms of: 1 2 3 the roles of the Principal; the timing of formative and summative reviews; the steps that a Council ought to take in conducting an appraisal;
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4 5

key principles and guidelines; and basic procedures.

to examine two options for the appraisal of Principals performance in Lutheran schools presented in a paper co-authored by Adrienne Jericho, National Director of Lutheran Schools and Neil Dempster from the Griffith University Centre for Leadership and Management in Education.

Four Directors, four Principals, and four members of School Councils participated in the workshop in Brisbane in July 1998. Draft outcomes of this workshop were reviewed by the participants and later in the year, seminars were held in Adelaide, Bendigo and Brisbane to which School Council Chairs and Principals were invited. These seminars provided an opportunity for consultation and feedback on the outcomes. The results of this process form the basis of the policy and procedures described in this document.

4. Guidelines for Principals Performance Appraisal

The appraisal guidelines are constructed around ten headings: (i) RATIONALE The Lutheran Church of Australia relies on Principals and School Councils to ensure that its schools are fulfilling the ministry and mission of the Church. The Principals Performance Appraisal is intended as a vehicle to provide opportunity for Councils and Principals to engage in ongoing reflection in order to improve the performance of Principals so that they might better carry out their ministry in schools. (ii) PRINCIPLES A fundamental issue is that the Principal and Council operate in partnership during all aspects of the appraisal process. The appraisal will therefore be consultative and cooperative. To ensure its integrity, the appraisal will be based on procedures and criteria known and agreed by the Principal and Council. It will be tailored to the schools context, the Principals responsibilities and the schools goals. (iii) PURPOSE The primary purpose of the appraisal is to facilitate the ongoing improvement of the Principal and the school. For the Principal it provides information for use in professional and personal development and for career planning. For the Council it provides an opportunity to work more effectively and efficiently with the Principal toward the achievement of their mutual ministry. For the school it provides a basis for the improvement of educational programs. Data from the process should not be used for determining the extension or otherwise of a contract unless agreed by the Principal and the Council. (iv) KEY FEATURES The appraisal will: be a regular part of the activities of the governing body. be the result of collaborative planning by Principal, Council, District Director and an external agent, with the Chair of the School

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 (v)

Council or nominee as convenor, and it will involve a cross section of the school community. address any issues or concerns that are particular to the way the school is led. be confidential and ensure natural justice, equity, validity and credibility. Be in the third year of appointment, then every five years.

PARTICIPANTS The primary participants in appraisal will be the Principal and the School Council. Both are encouraged to see that information is collected from as broad a cross section of stakeholders as possible. These could include Council members, staff, pastor, students, parents, professional peers and others as agreed. An agency external to the school and the LCA should be employed to gather these data. ROLES The Principal and Council have the task to initiate the performance appraisal. The Principal and Council Chair or nominee have the task to manage the process, to receive information, interpret it and to act upon it. The District Director has the task to prompt Councils about the timing of the appraisal, to receive a copy of the appraisal report and to support the implementation of the appraisal outcomes. TRAINING The training for School Councils to fulfill their appraisal responsibilities will be part of their ongoing regular orientation and training programs. This will be arranged in consultation with District Directors. RESOURCES The Board for Lutheran Schools will fund the development of and support for the policy and procedures for Principals appraisal. Individual schools will fund their Principals appraisal and the action plans resulting from it. OUTCOMES The normal outcomes of the appraisal process will be the identification of the Principals strengths and areas for development, together with an action plan for improvement. In addition: Councils and Principals may need help in the implementation of the outcomes. Councils need to be aware that action for the development of the Principal may have resource implications and that they will need to budget accordingly. Follow-up by an outside facilitator may be necessary to clarify action, especially if there is disagreement between the Council and Principal on the interpretation of appraisal data. It is important that subsequent to the appraisal the District Directors work with Councils and Principals to monitor the implementation of the appraisal outcomes.

(vi)

(vii)

(viii)

(ix)

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(x)

EVALUATION The Council, Principal and District Director will each carry out an evaluation of the process and the outcomes of the appraisal at the local level. These responses will be collated nationally. There will also be an evaluation of the process across the system at the national level by the Board of Lutheran Schools.

5. Generic Leadership Criteria

A series of generic leadership criteria for use in the appraisal process are illustrated conceptually in the following diagram.

Accountability to the Governing Body

Leadership (a) Visionary (b) Shared

Management of the School Asset

The Ministry and Mission of the LCA for its Schools

Interpersonal Relationships and Personnel Management

Management of Teaching and Learning

The diagram shows that the focus of the Principals performance is on the mission and ministry of the Lutheran Church and that this focus is carried into action through the various qualities and functions of the Principal. These qualities and functions are seen as closely linked with the ministry and mission of the Church and are also

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interrelated with each other. Performance criteria in each of the seven categories shown in the diagram are listed below. (i) THE MINISTRY & MISSION OF THE LCA a) b) c) d) e) (ii) Promotes, enhances and extends the ministry of the LCA. Demonstrates personal commitment to the LCA. Works effectively with the congregation(s) and/or school pastor. Participates actively in the congregation. Models personal Christian faith.

PERSONAL AND PROFESSIONAL QUALITIES a) Shows awareness of the need for personal growth for self and others. b) Uses effective decision making processes. c) Shows compassion and empathy. d) Demonstrates a strong ethical orientation in keeping with the ethos of the Church and the school. e) Manages change effectively. f) Shows consistency of values and flexibility in implementation. g) Manages time well. h) Demonstrates courage. i) Identifies and solves problems. j) Seeks and uses information. k) Demonstrates openness and honesty. LEADERSHIP

(iii)

Visionary Leadership a) Encourages others towards the achievement of the schools vision. b) Adapts to meet changing school circumstances. c) Demonstrates awareness of global trends and wider social issues. d) Demonstrates awareness of future trends in education. e) Encourages whole school community ownership of the schools vision. f) Makes suggestions for policy change to the Council and within the school. g) Inspires and motivates others. h) Thinks strategically. i) Develops and communicates school strategies. j) Articulates the schools vision effectively. Shared Leadership a) Shares leadership responsibility amongst others appropriately. b) Delegates effectively. c) Accepts accountability for shared leadership. d) Develops teams and individuals to enhance their own performance and that of the school. e) Values and works through teams. (iv) INTERPERSONAL RELATIONSHIPS AND PERSONNEL MANAGEMENT

Interpersonal Relationships a) Builds positive and constructive caring relationships among governing body, staff, parents, students, church, and congregation. b) Develops the trust and support of staff, parents and other stakeholders. c) Identifies and deals effectively with interpersonal conflict. d) Listens to what others have to say.

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e) f) g) h)

Responds to the needs of the school community. Understands others cultural backgrounds. Generates a positive atmosphere with others. Communicates effectively.

Personnel Management a) Monitors work and performance of staff appropriately. b) Recruits teaching and support staff effectively. c) Encourages the use of parents and their skills appropriately in the school. d) Understands students as individuals. e) Accepts student differences. f) Is approachable and welcoming to all members of the school community. g) Maintains a visible presence in the school. h) Facilitates the processes of equity in the school. i) Models care and respect for all in the school. (v) MANAGEMENT OF TEACHING AND LEARNING a) Facilitates educational programs for quality learning. b) Reflects on own personal professional development and actively pursues it. c) Encourages and facilitates the professional development of staff. d) Knows relevant government and other authority policies and acts where appropriate. e) Maintains a safe environment - for workplace health and safety, and behaviour. f) Monitors performance of teachers effectively. a) b) c) d) e) f) g) h) i) j) k) MANAGEMENT OF THE SCHOOL ASSET Ensures sound financial plans are presented to the School Council. Oversees appropriate financial monitoring. Identifies resources needed to implement school policies. Ensures that the school budget is prepared effectively. Negotiates agreements to budgets within the school. Controls spending appropriately. Monitors and controls the use of resources. Ensures the maintenance of property and equipment. Facilitates master planning of the development of the schools facilities. Takes steps to gain income from sources beyond the school (eg grants etc). Manages the school in compliance with relevant legislative and church requirements.

(vi)

(vii)

ACCOUNTABILITY TO THE GOVERNING BODY a) Operates the school within the role defined by the School Council. b) Accepts the authority of the School Council. c) Implements School Council policies and decisions. d) Takes calculated risks and accepts the responsibility. e) Takes responsibility for outcomes in all aspects of the management of the school.

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6. Procedure
It has been decided by the BLS that an Agency external to the LCA, the Griffith University Centre for Leadership and Management in Education (CLME), be used to develop an arms length methodology to gather data about the Principals leadership and management performance around the generic criteria listed in section 5 of the document. A method known as 360-degree feedback has been endorsed as a central methodology of the appraisal procedure. Swinton et al (1997) explain this method thus: The concept of 360-degree feedback as part of performance appraisal and management schemes is fairly recent and has arisen from what are seen to be difficulties with traditional supervisor to staff member performance feedback: a tendency for this feedback to be less than adequate, and ineffective as a motivator to improve performance (Cipolla and Trafford, 1995). 360-degree feedback, which is generally provided confidentially (and anonymously) through the use of instruments such as questionnaires, allows individuals to receive feedback on their performance from all levels above and below, internal and/or external to the organisation. The person is essentially surrounded by feedback about his/her performance effectiveness (Cipolla and Trafford, 1995).

Feedbac k on

me

The benefits of effective 360-degree feedback go well beyond the provision of performance feedback towards actually helping to change behaviour (Ward, 1995).

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The advantages of the procedure outlined above are: Its objectivity. Its externality. Its speed It provision of system-wide data. Its flexibility to local circumstances Its low cost. Its involvement of key stakeholders. Its improvement focus

The 360-degree feedback method involves the development of a questionnaire from a bank of items derived from the generic criteria listed in Section 5, related to the good and effective Lutheran school Principal. In addition, windows of opportunity for questionnaire items related to specific aspects of a schools context or particular duties required of a Principal can be built into the instrument. Furthermore, tailored qualitative questions can be included to ensure that the questionnaire matches performance areas considered important by both Council and Principal. The management of the questionnaire will be through the development of a software program capable of handling the tailoring outlined above and capable of producing template reports of both quantitative and qualitative data.

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Appendix B-9

LCA SEXUAL ABUSE POLICY

Information for School Principals

February 2001

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LCA SEXUAL ABUSE POLICY

Information for School Principals

The following documents have been prepared for use in schools of the Lutheran Church of Australia in accordance with the above policy. Principals are responsible for ensuring that members of the school community (staff, students, parents and volunteers) are aware of the LCA Sexual Abuse Policy and its implications. Please make copies of these documents available to members of your school community as appropriate. Your school may need to discuss guidelines on how this information is disseminated and highlighted. You are asked to note the request of the LCA with regard to the policy: It is the expectation of the Church that principals, staff, parents and volunteers of its schools will take seriously the need to ensure that the school is a safe place. The LCA Sexual Abuse Policy should be known throughout the school community. Every staff member, student, parent and volunteer should have copies of all the necessary documentation, brochures and materials on the policy and procedures. It is the responsibility of principals to ensure that the policy and procedures are known and understood and that all members of the school community feel that it is a safe place, knowing what has to be done in all likely situations. Awareness of this policy should be as standard as the fire drill. The recommended training course is that provided by the LCA. A record of training provided for staff and volunteers within the school should be kept on file in the event of an allegation of harassment or abuse being made. While keeping such a record will not necessarily indemnify an organisation, it will be evidence that a serious effort is being made by the school to make members of its community aware of the policy and sensitive to it. Since allegations of abuse are often made years after the alleged event, we recommend that you keep all records such as these for an indefinite time.

Adrienne Jericho National Director for Lutheran Schools

February 2001

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Lutheran Church of Australia NATIONAL COMMITTEE OVERSEEING SEXUAL ABUSE POLICY

LCA SEXUAL ABUSE POLICY

A definition of sexual abuse: Sexual abuse is any unwelcome/unwanted or inappropriate sexual advance or request for sexual favours which is coercive in nature, either in verbal or physical form. This may involve a range of behaviours, which occur along a continuum from sexual innuendo and insult to any form of forced sexual activity. It includes child sexual assault, sexual assault, sexual exploitation and sexual harassment, and the wrongful use of power in a relationship to satisfy a sexual need/desire. Sexual harassment should be defined along the same lines as sexual abuse. The effects of verbal harassment can be just as devastating as physical sexual assault. Abuse will be largely defined by the perception of the person affected by anothers behaviour irrespective of the actual intent. All have a responsibility to listen to others, and to modify behaviour if they receive feedback that they may be acting inappropriately. Who is covered by the LCA Sexual Abuse Policy? The policy covers complaints or allegations about abuse which may be made against workers or people in a position of trust or some church role/position, paid and voluntary. Within the church this includes all personnel in organisations which come under the auspices of the LCA, such as schools, aged care facilities, congregations and auxiliaries, whether they are separately incorporated or not. How abuse can occur roles and responsibilities of all concerned Abuse is often experienced where there is an imbalance of power in the relationship, and misuse of that power. Such differences in power may occur in many situations due to roles age gender physical resources financial resources intellectual resources psychological resources social resources (eg race, culture, employment) Assumptions and principles Every person making a complaint will be heard and taken seriously. Special care needs to be taken in response to a complaint being brought by a child. People against whom a complaint has been made have the right to be heard and will be considered innocent unless evidence suggests otherwise. (A childs allegations of sexual abuse would be considered evidence.) Confidentiality is vital in implementing this policy both for the complainant and the respondent. Fear of an abuse allegation should not interfere with healthy relationships which develop over time, and are based on trust and mutual respect. These fears also should not prevent us from appropriate touching, which can be a part of normal and healthy relationships. Our responsibility Sexual abuse by people in positions of trust has a destructive impact on the lives of many people. Such abuse is totally unacceptable to the church and to society as a whole. Those who hold positions of trust in the church are called to guard with great care the trust placed in them. They have an absolute responsibility to avoid all forms of sexual harassment and abuse.
For more detailed information about the policy, please refer to the Policy and Action Plan (1997). Copies are available from your district office. Adopted by the General Church Council: October 2000

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Lutheran Church of Australia

LCA SEXUAL ABUSE POLICY

Procedures for the School Context
A. Publicise the LCA Sexual Abuse Policy
Policy LCA Sexual Abuse Policy must be publicised in the school community so that every Lutheran school is a safe place and that all those connected with the school know what to do if they feel that this is not so. Procedures It is expected that in the Lutheran school: 1. Parents a) Parent Handbook has a statement on the LCA Sexual Abuse Policy with the Toll Free Number, 1800 644 629, and the mail address, PO Box 519 Marden SA 5070, displayed b) Each new parent is given a copy of A Safe Place as part of orientation materials c) A major school noticeboard has a poster with the Toll Free Number and mail address Students a) Student Handbook has a statement on the LCA Sexual Abuse Policy with the Toll Free Number b) Each new secondary student is given a copy of A Safe Place as part of orientation materials and each new primary student is given a copy of a childs equivalent brochure c) A major school noticeboard has a poster with the Toll Free Number and mail address Staff a) Staff Handbook has a statement on the LCA Sexual Abuse Policy with the Toll Free Number and mail address b) Each new staff member is given a copy of A Safe Place as part of orientation materials c) The main staff noticeboard should have a poster with the Toll Free Number and mail address It is the responsibility of the principal to ensure that the LCA Sexual Abuse Policy is publicised and it is the responsibility of the directors to ensure that this happens in all schools.

2.

3.

4.

B. Train staff/volunteers in the LCA Sexual Abuse Policy Policy All staff and volunteers need to be aware of this policy and its implications. Procedures 1. It is expected that in the Lutheran school all staff and regular volunteers have an approved training session on LCA Sexual Abuse Policy. All volunteers on off-campus or out of hours activities must be briefed on the policy. 2. Principals are responsible for ensuring that this training occurs and a record of this is kept. All who completed training should be issued with a LCA Sexual Abuse Policy Certificate signed by a LCA accredited trainer. District directors are to sight the record of staff training in all schools. This should indicate date of training and name of trainer.

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3. All staff means all staff! Volunteers required to complete training include those with regular contact with students in situations where the context involves the development of more than a transactional relationship. 4. Such training should occur as soon as practicable after a staff member commences employment and within six months. It could be regarded as part of orientation to the school. 5. The LCA is responsible for developing training resources and the districts are responsible for delivering training by accredited trainers.

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Lutheran Church of Australia

LCA SEXUAL ABUSE POLICY

Complaints process for the school context
Preamble It is the intention of the LCA Sexual Abuse Policy and Action Plan that we work together as Christian sisters and brothers to settle our differences and resolve issues on the basis of Biblical principles (Matthew 18: 15-17, 1 Corinthians 6:1-11). Nevertheless we do not want in any way to avoid the requirements of the law of the land. People who believe they have a complaint under the Sexual Abuse Policy and Action Plan may raise this matter with the person whose behaviour is giving offence. At this time they can remind the person of the policy and the procedure, and that their behaviour is not appropriate within our church context. This may be done with a fellow staff member or supervisor. If such an approach is not applicable (eg if the situation occurred some time in the past), or the matter is not resolved through the process outlined above, or the complainant does not wish to go through this initial process, a complaint is lodged. If necessary, the complainant should be assisted to make the phone call or complaint.

COMPLAINT LODGED Complaint is lodged via the 1800 number/mailbox/other source.

1.

LCA POLICY ACTIVATED State Coordinator receives complaint from Step One, contacts complainant and assesses complaint (a) If no grounds for processing complaint in accordance with LCA Sexual Abuse Policy no further action and counselling or other assistance as required is offered (b) If grounds for complaint are established (i) appoint (a) Sexual Abuse Adviser(s) (SAA) to interview complainant (ii) inform district director that a complaint has been lodged (iii) Notify insurance company COMPLAINANT INTERVIEWED AND WRITTEN STATEMENT DRAWN UP SAA interviews complainant and prepares written statement. Pastoral carer assigned to complainant. (a) If SAA determines a criminal offence may have been committed: No further investigation by SAA Referral of complaint to police or relevant government welfare department (if complainant is under 18 years of age) and as required by law Pastoral support offered to both alleged perpetrator and complainant in seeking legal advice Mandatory reporting of alleged offence against a minor if complainant is unwilling or unable to do so (Those who are mandated notifiers under state legislation will need to be reminded of their obligations for future concerns)

2.

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 (b)

Immediate suspension of alleged perpetrator pending court determination of outcome

If SAA determines further investigation required: Explanation of Church policy to complainant and advice of right to legal redress Written documentation of complaint verified and signed by complainant Obtain complainants written consent and direction to proceed with LCA intervention Inform district director of nature of complaint, by whom, against whom If complainant decides not to proceed at this time: Signed statement verifying complainants decision Letter of acknowledgement of LCA representative (ie SAA) to complainant of said decision The SAA makes an assessment of future risk and consults with the district director

(c)

3.

RESPONDENT INTERVIEWED (a) District director informs president and principal (if complaint is against the principal, then chairman of council) of details (b) Allegations presented to school personnel by district director (c) Pastoral carer appointed to school personnel (d) SAA visits respondent and draws up written statement of response

4.

ADMISSION OF ALLEGATION (a) If intentional Possible dismissal Possible withdrawal from duties with pay pending assessment of suitability for teaching in Lutheran schools Possible placement under review with warning about consequence of such action and education and skills training program Possible disclosure to school community (if dismissal) Counselling of victim and respondent If unintentional Warning about consequences of such action Education and skills training program arranged Assessment of suitability for teaching in Lutheran schools and possible placement under review Counselling of victim and respondent

(b)

5.

REPORTING CONFERENCE If the respondent does not admit to the allegation, then a reporting conference is held. Here the District director meets with SAA and the two pastoral carers to consider the written statements from complainant and respondent. (a) If innocence validated: Apology to respondent by LCA Apology of complainant sought Therapy / counselling for respondent offered Counselling offered to complainant If allegations sustained and admitted Acknowledgement of consequences of offensive behaviour Apology to victim by respondent

(b)

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 (c)

Therapy/counselling Apology to victim by LCA (if appropriate) Leave of absence or resignation of respondent Determination of consequences of action

If allegations sustained but denied Apology to victim by LCA Removal of person from school

If conference unable to resolve issue, monitoring takes place and no further action under the policy can be taken. Pastoral care is applied as deemed appropriate by the District director. Future safety of staff needs to be ensured after assessment of any risks with opportunity for future reports if further concerns are raised.

PROCEDURE SUMMARY

1.

COMPLAINT LODGED Step 2 LCA POLICY ACTIVATED No grounds conclusion Grounds Step 3

2.

3.

COMPLAINANT INTERVIEWED AND WRITTEN STATEMENT DRAWN UP Criminal offence Police Further investigation Step 4 Complainant does not proceed End

4.

RESPONDENT INTERVIEWED Allegation admitted Allegation not admitted ADMISSION OF ALLEGATION

Step 5 Step 6

5.

6.

REPORTING CONFERENCE

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Lutheran Church of Australia

LCA SEXUAL ABUSE POLICY CHECK LIST FOR SCHOOLS

A MANAGEMENT OF POLICY The principal is responsible for promoting the policy within the school ensuring that training is provided and certification given recording who has been trained and when encouraging complete identification with the Safe Place policy

PROMOTION OF THE POLICY Ensure that material is visible and accessible: Parents statement included in parent handbook Brochure A Safe Place distributed with orientation materials Poster on appropriate noticeboard Students statement included in student handbook Brochure A Safe Place distributed to new secondary students with orientation materials and Hugging and Touching brochure distributed to new primary students Poster on appropriate noticeboard Staff statement included in staff handbook Brochure A Safe Place distributed with orientation materials Poster on appropriate noticeboard Principal and school council discuss the LCA Sexual Abuse Policy at least once per annum for re-orientation purposes and to ensure that everything that can be done is being done. TRAINING To be given by an accredited person Appropriate training should be undertaken by the following and a certificate issued to them: All staff regular volunteers who have unsupervised contact with children It is recommended that training sessions be offered every two years. Those who are involved in occasional contact or have occasional responsibilities must be sensitised as a standard part of the activity. RECORDING A record should be kept of: When training is given Who attended

Please be aware that following the LCAs procedures will not indemnify a congregational worker from an allegation or an investigation. Keeping clear and complete records will at least show that all care has been taken by the school

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Appendix C-1

[SAMPLE]
Relationship between the school council and the principal
1. 2. 3. 4. The principal is the agent and chief executive of the school council. He/She is responsible to the council, reports directly to the council, and is a consultant to it. The principal is responsible to the council for the day-to-day administration of the school and for the implementation of the councils policies. The principal shall report regularly at the monthly meetings of the council. The principal has the right to employ and discharge members of the teaching and ancillary staff within the provisions of the budget. This right may be delegated to another senior member of staff (eg, the bursar in the case of grounds or cleaning staff). The establishment of promotion positions on the staff is the prerogative of the council upon the advice of the principal; making appointments to those positions is the right of the principal. Appointments shall be made in accordance with any staffing policy which the council may from time to time determine. (Members of council can be of great service in locating and recommending potential members of staff and in providing reaction to the performance of present members of staff, but this should normally be the full extent of their involvement in staffing arrangements.) The principal shall in normal circumstances be the official spokesperson for the school and shall be responsible to the council for both formal and informal public relations. The principal attends all meetings of the school council by right. If there is any meeting of council, or any portion of a meeting, at which his presence is not desired, he is to be informed of this in advance by the chairperson of the council. The principal is the channel through which communications between council and staff (as a whole or individually) take place. The council may elect to have a teacher present a proposal to it in person, with the agreement of the principal. No complaint about or accusation against any member of staff shall be taken directly to that person by either an individual council member on a personal basis or by council representatives except with the knowledge and acquiescence of the principal. He shall be present at any such meeting or discussion to which he agrees. Any complaint or accusation against the principal shall be conveyed to him by the chairperson of the council and the principal shall be informed of any subsequent discussion or action.

5.

6.

7.

8.

9.

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Appendix C-2

[SAMPLE] STAFFING: policies and procedures

1. Selection and appointment of staff a. Principal The school board/council is responsible for the selection and appointment of the principal. Suggested steps involved in this process include: (i) Council consults with District Education Office, usually director (ii) Council advertises position where appropriate depending on school (iii) Short-listing by council with advice from the district director (iv) Interview panel established by council, which should include a representative from the district or regional office. (This is required in some districts) (v) Consideration should be given to including male and female panel members; the current principal would normally not be involved; the role of the pastor in this process will depend on the nature of the school. Protocols should be established with appropriate time lines for acknowledging applications, inviting to interview and advising of outcome. b. Bursar/business manager, head of sub-schools, deputy head These positions come under the principal and as such the selection and appointment of persons to these positions should be made by the principal. Council representatives would normally be included on the selection and interview panels. c. Chaplain Chaplains in schools are employed by the district and seconded to schools. Calls to chaplaincy are therefore approved and issued by the District Church Council. Nomination of a pastor, for call as a chaplain, is made by the school council. The principal will be involved in the selection of candidates and existing chaplains or other chaplains may be consulted. d. Teaching and ancillary staff All other staff appointments are made by the principal, unless delegated. For example the grounds, cleaning and other ancillary staff may be delegated to the bursar or business manager. It would be customary that if a staff member was responsible for overseeing the work of an employee, he or she would be consulted in the selection / interview of candidates. Representatives from the council may be included on other selection / interview panels at the discretion of the principal. This is more likely to occur in smaller schools. 2. Staffing Policy Governing bodies and principals are required to comply with Board of Lutheran Schools policies and procedures and any district policies and procedures.

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Appendix C-3

[SAMPLE] STAFF PROFESSIONAL DEVELOPMENT

PREAMBLE The School Council supports and encourages the staff of the school in their undertaking of professional development activities, where the activities fall in line with recognised awards and agreements and the activities are seen to be for the mutual benefit of the staff member/s and the school at large. The School Council acknowledges the willingness of the staff to undertake Professional Development and to continue to maintain their knowledge of current teaching techniques, administration and support programs, grounds and maintenance procedures and material available for use in all aspects of the school program. PROFESSIONAL DEVELOPMENT PROGRAMS 1. Luther Seminary Courses TOPS Theological Orientation Program for Staff. Graduate Diploma of Theology in Education Master of Education (Studies/Research) Costs: The school covers the course fees for the Graduate Diploma of Theology in Education or similar recognised course of study that qualifies the candidate for accreditation.. Each teacher who is expected to teach the LIFE curriculum material is required to have obtained accreditation that is normally granted by the Board for Lutheran Schools after achieving the requirements of the GradDipThEd or the Master of Education (Luther Seminary). 2. Curriculum Development Key teachers are normally required to attend professional development programs for the Key Learning Areas and report to and train the staff. Costs: The fees are covered by the school or by the providing authority. 3. Required/desirable qualifications First Aid Austswim Certificates Information Technology Further qualifications as recommended by the Principal and deemed necessary by Council. Costs: The costs for the courses are covered by the school. 4. Staff Specific Roles Courses Learning Support Library Bursar/Administrator Principal Development Coordinator/ Head of Department Costs: Generally, the costs for these courses are covered by the school. 5. Conferences In general, attendance at conferences for Lutheran staff early childhood, teachers, principals, administrators and school officers, etc, is supported by the provision of time and the meeting of fees. 6. Extended Programs Degree Courses Post Graduate programs Specific interest/hobby type courses Study Tours Costs: The costs or part costs may be covered by the school on application.

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STAFF GROUPS Principal negotiated Professional Development. Academic and Specialist Teaching Staff Professional Development is generally prescribed in line with current school needs. Administration Staff, School Officers Professional Development is normally closely related to the upgrading of skills required to maintain efficiency standards Paraprofessional staff teacher assistants, library aides, technical-support personnel. Professional Development is normally closely related to the upgrading of skills required to maintain efficiency standards Non-academic Staff grounds, cleaning, general maintenance. Professional Development is normally closely related to the upgrading of skills required to maintain efficiency standards In general, staff in the above five groups will be encouraged to attend Professional Development activities in line with the program to address needs as determined by the Principal and staff. The Principal will direct attendance or may arrange for the organisation of in-house programs for the benefit of groups of school personnel. IMPLEMENTATION ACADEMIC STAFF With regard to PDP 1, the Graduate Diploma of Theology in Education studies, the School Council has resolved (Feb. 1996) to: Purchase from the person all texts upon successful completion of each Luther Seminary subject. Reimburse, upon successful completion of each subject, the prescribed Luther Seminary fees. To examine each teachers case with regard to the granting of leave for examinations, preparation time and assignment work. Leave is to be granted at the discretion of the Principal. To examine each teachers case on its merits, for unpaid leave to complete a Grad. Dip. Th(Ed) and that leave is to be granted at the discretion of the Principal and is to be ratified by the School Council. Develop and maintain a section in the school library for texts and reference materials for use in Luther Seminary studies. PRINCIPAL The principal is in a unique position with professional development opportunities documented within the Principals Contract. The Principal is encouraged to explore avenues of Professional Development and negotiate with the School Council when particular opportunities arise. The Principal is offered study leave in accordance with the LCAQD Schools Department policy on study leave for primary Principals from time to time. The Principal is also offered reimbursement of expenses incurred in travel, accommodation and attendance at conferences approved by the School Council upon submission by the Principal of a written claim and appropriate material to support such expenditure. The time spent at such conferences shall not be deducted from the annual leave entitlement of the Principal. Council Initiative Where the School Council determines a need, and recommends that staff members undertake Professional Development, whether it is a formal course of study, short course, conference or study tour, to further equip them for their role in the school, then an allocation of funds will be budgeted. Staff Member Initiative Where a staff member seeks reimbursement for an extended course, a course that involves extensive travel, a study tour, a specific conference or series of conferences or like

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Professional Development Program, the staff member is to submit a detailed description of the benefits to the individuals professional role and/or the school program. In addition, a detailed outline of the course, the tour itinerary, conference agenda or other program is to be submitted together with the costs expected to be incurred. Each case will be considered by the School Council on its merits and a decision will be made which takes into account the following: The indicated benefits to the individual and to the school. The expected costs involved. The percentage of the total tour time in which the person will be involved in relevant study. The percentage of the costs being claimed by the individual. The budgetary allocation for the current year, or the opportunity to provide for the costs in the coming financial year. The disruption to the effective operation of the school during the staff members absence. Each application for unpaid leave for staff members wishing to undertake Professional Development will be examined on its merits by the Principal, who will recommend action to the School Council for their consideration and approval where appropriate.

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Appendix C-4

Writing a marketing plan

1. Make it relevant Your marketing plan must be an integral part of the schools management plan. Involve all levels of management the council and principal must be actively supportive. Short and succinct Many plans are too long and academic. Use an executive summary and appendices. Break the plans into sections. Write clear recommendations and action plans. Use the language of a marketer You have to sell your plan, just as you gave to sell your school. Use the language of the marketer short crisp sentences. Avoid jargon. Include lots of sub-headings. Illustrate generously and use brief examples to clarify ideas. Analyse your present situation Prepare a SWOT analysis (strengths, weaknesses, opportunities and threats) and an image audit. Write a situation analysis that identifies your customers attitudes and perceptions. You may need to undertake market research to determine these. Set image objectives What position to you want to occupy in peoples minds? What do you want them to be saying about you? Plan for the future Look 3 5 years hence. Identifying changing needs and position your school NOW to respond to the demands of the future. Know your competitors Who are they? Look at the information already available in their advertising, annual report and prospectus. Learn their strengths and weaknesses. Use smart strategies Enter new markets by segmentation and niche marketing. Look for ways to move present customers up the loyalty ladder. Pay attention to your corporate identity, modify and coordinate communications so that over time they will shape a new image for the school. Live within your budget Survive within your means. Find ways of stretching your marketing resources to keep a profile throughout the entire year. Know all the free marketing tools and tricks.
Provides a brief overview of the proposed plan for quick management skimming Presents relevant background data on the market size, competition and present market position by scanning the external environment Summarises the main strengths and weaknesses of the school, the market opportunities and threats. Defines the goals that the school is trying to reach in terms of enrolments, retention and community perception. Outlines the marketing approach that will be used to achieve the objectives. Describes what will be done, by whom, when and how. Estimates the cost to implement the plan and forecasts the financial outcomes. Indicates how the plan will be monitored and evaluated

2.

3.

4.

5.

6.

7.

8.

9.

Overview of a marketing plan

1. Executive summary 2. Current situation analysis 3. SWOT analysis 4. Objectives 5. Marketing strategies 6. Action Programs 7. Budget 8. Evaluation

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Appendix C-5

[SAMPLE]
Fund Raising Philosophy and Practice
[Name of school] relies heavily on the business and congregational community for capital support in its ongoing development program.

Fundraising
Each year the Parents & Friends Association is allocated a target to assist in capital purchases that would not otherwise be managed within the normal budget allocations. The P&F usually raise its money from either the parent community (chocolate drives, food and fun fests) or from community areas which do not have any input to the school (doll fest, catering, etc) The promotions committee has also been responsible for raising significant for the building program, gathering the majority of their support direct from the wider business community, ie, local, state and even interstate. The business manager promotes the Lutheran Laypeoples League for earmarked funds and donations as well as encouraging people to commit part of their estate to the benefit of the school A voluntary building fund donation of $500 per student is collected each year. Our target is to collect this from 80% of all students. As this is a voluntary donation and tax deductible many parents see this as their only responsibility to philanthropy. Our purchasing relationships with business provide significant long term reduction in material / service purchases. Purchasing from local business is always preferred providing quality and supply is matched and pricing is reasonably competitive. The promotions officer is also given the responsibility for sponsorship of the school magazine as well as other events on a more ad hoc basis. This sponsorship is generally from local business. An annual giving program by parents is also proposed as part of an ongoing culture development of philanthropy. This will only yield significant results ten years out if promoted well. Other areas of obtaining funds are generally limited to the flavour of the month by governments, eg, environment, ecology, resource provision or innovation. Special needs grants can be accessed to support curriculum development. Our local businesses are extremely supportive

Sponsorship
If the school wishes to exploit sponsorships then some basic rules must be in place. Sponsors of the school must be categorised into various interest areas and be only approached once a year. No sponsor should be approached without clearance from the promotions office as months of feathering can be undone by the wrong ask or asking too little.

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Sponsors must be given sufficient time to consider after a proposal is put-forward, generally under 4-5 months is unrealistic for a decision. Approach to sponsors on behalf of the school must be in accord with a very clear, quality presentation. It must not be can you give us some money for.. The number of projects per year seeking sponsorship should limited to two, and one should be a capital project with tax benefits if possible. The project must be clearly defined and presented before acceptance by the senior management as a worthy project. Feedback to the sponsors by the recipients is an absolute imperative. Acknowledgment by the school for sponsorship must be defined and very visible. The promotions officer and the business manager are not the only persons who should seek sponsorship. Senior management and councillors in many ways can often have superior results by their background knowledge, the personal traits or interests of the sponsor and a very personal approach.

Sponsorship generally comes in ranges, eg, $100- $200; $500-$1000; $2000 - $5000 and then above $10,000 for corporate. The first and second are generally rated as the need to support business donation or the generous private donor. The third and fourth ranges usually have some strings attached, eg, what long term purchasing contracts, advertising provided, media exposure and finally access to the school community for on selling. Very few firms sponsoring above $20k would do so without television airtime. In fact companies who donate at this level will commit at least an additional 50% of funds to promote their sponsorship as well. [Potential will vary depending on location of school] What determines whether one should seek sponsorship? There is no clear cut determinants other than knowing who you are approaching for sponsorship, why you are asking them in particular, and what benefits you believe it will give to their business. Simply put we are asking and we are giving something back. The fact that we are a Christian school only appeals to those that see Christian education as a real blessing. Business do in fact acknowledge the Christian component as turning out better citizens than some other schools and see the possibility of market share at the higher socio-economic end. Some of the businesses where we spend the most money, eg, publishers, stationers, builders as well as many associations would not even consider a gift. Our disposable purchase income is small in commercial terms What does this mean to our school? It means that even though a very attractive educational or social program appeals to students and teachers it may not have any interest for the sponsor and thus a detailed statement must always be prepared explaining why, what, how, when and finally the benefit. It must show in both hours and dollars what the school is committing and what proportion is being sought in sponsorship. Finally detail the benefits for both parties. An interest link must be established to gather the funds.

This paper briefly describes the fundraising process and philosophy used at [Name of school]. It defines the basic criteria followed having completed all the necessary research and ultimately knowing the sponsor. Fundraising is the ultimate result of friend raising and it is our aim to have many friends.

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Appendix C-6

[SAMPLE]
Policy for Faculty Income Generation
Faculty income generation includes faculty fundraising through specifically organised events faculty entrepreneurial activities or projects faculty generated income through payment for services donations as a result of services rendered major prize money for competitions The ability of individual faculties to raise funds through their own initiatives and by the very nature of the related learning experiences is to be highly commended and encouraged. Such activity however cannot be a unilateral situation that would enable a faculty to strongly focus on enterprising projects and plough all resulting funds back into further development of the facilities in that learning area. There are several reasons why there needs to be some form of control Such income generation is not available to all faculties, and it is important that the more theoretically based subjects are not seriously disadvantaged. It is possible that a faculty could become so deeply involved in the task of income generation that learning requirements suffer. Faculties that have the capability to generate income are in the main those areas that have required substantial capital input from the school budget, usually over a long period of time. It is reasonable that some of this investment be returned to the school perhaps to help cover the initial outlay, or for possible use in financing projects that will benefit other learning areas as well (eg, more computer equipment). We therefore believe that a fair policy in this matter is as follows: Permission to participate in a fund raising activity, income generation project, or an event that is likely to result in a payment for services must first be given approval in writing from the Administration Team, and be signed by the principal. All proceeds from such project, activity or event are paid directly into a central Faculty Income account administered by the school. The school will agree to automatically journal to faculty funds 50% of any such income received by a faculty. Before such funds in excess of $100 can be spent, a plan for the expenditure must be submitted to the Administration Team for approval. The remaining funds shall be distributed at the discretion of the Administration Team. This would not rule out the possibility by negotiation of returning a further proportion of generated income to the faculty concerned.

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