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GCAB Principal

Adopted: February 27, 1974

Policy

The Board believes that the principalship is a cluster of functions which are best realized through the efforts of several administrators, supervisors and teachers.

However, the principal influences the quality of instruction, relationships among people, acceptance of or resistance to change, morale, and efficiency of general operation.

The Board expects the principal to be an evaluator, a facilitator, coordinator, and change agent. The principal must possess the necessary training, experience, and personal qualities to serve as a stimulator and leader capable of moving organizations and people in a desired direction. This implies that the talents of the principal in working with, and coordi­nating, an administrative or professional team toward the achievement of goals and the improvement of the total teaching-learning situation become a prime requisite.

Guidelines

The principal will:

1.   In consultation with the Superintendent and in co-operation with staff, assume responsi­bility for promoting improved instructional practices and increased professional competence on the part of school staff members.

2.   Show concern for staff morale and the need to develop an atmosphere of warm sincere interpersonal relations which will set a school tone conducive to good learning.

3.   Assume primary responsibility for supervision of instruction.

4.   Give due consideration to all factors related to the general organization, administration, and operation of the school so that a favourable teaching-learning situation may prevail.

5.   Make certain that appropriate duties and responsibilities are delegated to vice-principals, Department Heads, and other personnel, and provide whatever assistance and encouragement may be necessary to ensure that the duties and responsibilities are carried out in a satisfactory manner.

6.   Take whatever steps may be necessary to protect school property and ensure that it is kept in a good state of repair and cleanliness. Appropriate directions in this regard should be passed on to students, custodians, and staff members.

7.   Give attention to ways and means of promoting good school-community relations and of keeping parents informed of programs and services offered by the school and the progress made by their students.

8.   Develop in co-operation with school personnel and the School Council a school handbook of policies, statements, and directives (consistent with those adopted by the Board for the school system) relating to school operation and have this available for ready reference at all times.

9.   Co-operate fully with the Superintendent, the Associate of Business and Finance, and other officials, and acquaint them with the development and conditions which should receive their attention.

10. Report as requested to the Superintendent and the Board respecting matters relating to instructional activities and the general operation of the school.

11. Consult with the Superintendent concerning the administration of the school.

12. Be at work on the organization for the year by mid-August of each year unless prior arrangement is made with the Superintendent.

Procedures

1.   Student Personnel

The administrator should promote an atmosphere conducive to student growth and development and will carry out the following tasks as part of his efforts to obtain this:

a.   Forecast needs of students;

b.   Establish and maintain a system to evaluate, record, and report on student progress;

c.   Communicate the needs of students to people and agencies who can provide resources;

d.   Provide for student security and safety;

e.   Communicate with students about rules and regulations;

f.   Establish a fair and just system for student discipline;

g.   Involve students in decision-making processes as appropriate; and

h.   Promote high student morale.

2.   School Program

Within the framework of Board policy and with staff and the School Council the principal develops a statement of his school's philosophy.

a.   Development and articulation of each school program giving consideration to:

i.   The needs of individual students;

ii.  The needs of the community which the school serves; and

iii. An opportunity for input where appropriate for many sources, including students, staff, parents and other community members.

b.   Identification of specific objectives;

c.   Integration of school program with the needs of the community;

d.   Ensuring the effectiveness of school-parent reporting;

e.   Communication with parents about the special needs of students;

f.   Ensuring resources are obtained for implementation of school goals;

g.   Scheduling of the school timetables;

h.   Ensuring that each program area is provided with assistance necessary for an effective teaching process;

i.   Communicating with staff members regarding program implementation and improvement; and

j.   Assessing programs.

3.   Staff Personnel

The principal promotes an atmosphere conducive to good relations and the profes­sional growth of staff by:

a.   Being sensitive to the human needs of individual staff members;

b.   Planning for staff development;

c.   Being involved in the selection of school-based staff for designated positions;

d.   Assigning teaching and non-teaching duties; and

e.   Communicating with staff, including:

i.   Involving staff in decision-making processes as appropriate;

ii.  Promoting high staff morale;

iii. Coordinating the work of all staff;

iv. Assisting staff with performance improvement;

v.  Evaluating teacher effectiveness; and

vi. Encouraging professional initiative, creativity and experimentation.

4.   School Management

The principal develops and maintains in accordance with policy, an overall plan for the management of the school, including:

a.   Involving appropriate persons in decisions which affect them;

b.   Identifying and obtaining resources to meet the needs of the school;

c.   Communicating to appropriate authorities the school's needs regarding facilities;

d.   Ensuring effective allocation of resources;

e.   Acting with authority when the situation demands it;

f.   Maintaining acceptable operating policies and practices;

g.   Communicating with staff concerning school needs;

h.   Delegating management tasks to appropriate personnel and, in particular, assigning specific responsibilities to the vice-principal(s); and

i.   Monitoring management tasks to eliminate unnecessary and wasteful activities.

References

Legal Reference: Alberta School Act: Sections, 14(2)
Cross Reference: BCF Advisory Committees to the Board – School Councils
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