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About leadership and management – transcript

Rachelle Stratton – HOD Learning Needs, Tauranga Boys’ College:
These are key messages from the Secondary Advisory Group, and reflect the thinking about how important it is to have a shared vision within the school. The senior management team at our school have been really supportive in setting up processes to make sure that all students’ needs are being met.

I’d like to introduce my principal, Robert Mangan, who works alongside the Board of Trustees to make sure that all staff take responsibility for students within our school environment.

Robert Mangan – Principal, Tauranga Boys’ College:
Every boy that comes through the gate is engaged, feels valued and included as a student of Tauranga Boys College, and we do all we can to ensure that they achieve success. So we’ve got a number of structures in place, every teacher in the school is a form teacher, including myself. The aim is that the boys have a significant adult they can talk to. Someone else that can actually share their process with them, and share their achievement.

It’s also a matter of role modelling success for all individuals at the school, at whatever level that may be, and recognising, coming back to that, recognising achievement, both in sports, arts, and in the classroom. I want our boys to understand that we aspire to achieve and recognise the level that’s appropriate for those individuals. So that means that all staff have to take responsibility for all of the individuals within their classroom. Working hard in terms of growing cultural responsiveness. And we also need to work hard in making sure we have a belief that all students can achieve and gain success.

Yeah I mean, we’ve go a – well I believe – a pretty firm philosophy on having a supportive and orderly environment. Obviously that’s one of the best evidence synthesis... main criteria around leadership, a supportive and orderly environment, the research is indicating essential in a secondary school environment. But we have that, but there’s a huge influence and huge focus on the supportive part of that, and I think there’s a misconception out there – traditional boys’ school – and it’s a hard environment, and yet I think we manage, manage well boys that have challenging needs.

Peter Leggat – Principal of Onslow College:
You know, the IEP process that we’re doing now, it’s involving all of the teachers rather than being something which is negotiated by the parent, the learning support staff, and then handed to teachers. So I think that’s the important... that what we need to do more of, so that the classroom teachers have input into what they can offer in the IEP. And it’s done in that IEP discussion negotiation, so we’re coming out with the best option and the best outcome for the student.

We know, I think, have an IEP process that is robust and has the student at the centre. The senior management have sort of picked up on that and they have given staff release time to actually attend IEPs. The staff are invited to attend, they get release, and there is certainly a lot more cohesion and a lot more organisation around that IEP. The spinoff for that is that everyone has an increased involvement and there is a lot more ownership of the student at the centre by the staff concerned. There’s no longer a rush, the preparation is there and they become a far more effective tool.

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