Module 2 - School resourcing

Before exploring the regulations, requirements and processes of school resourcing systems consider the curriculum and learning contexts in which they operate.

These sources provide a principal with a thinking and reflection framework when working on school resourcing.

As Module 1 has confirmed, the Culture and Context of schooling in New Zealand strongly influences how School Resourcing operates in support of our Curriculum and Achievement goals.

1. My School Charter and Strategic Plan(s) – what are our intentions? Become very familiar with them.

We ask our whole school staff to input into our school charter and strategic plan every couple of years. We ask if we are still on target, do we still believe in what was outlined, do our pedagogical changes match what we have had as our vision in the past, what changes we now need to make in our learning journey. When I first started this process with staff I use to ask myself “why do we all do this? Teachers, teacher aides, administrative and property staff? What’s the point? Isn’t this the principals and BOTs job to write this up and hand it out? It was until we were appointed a new principal 4 years ago. Phil Gordon (current principal) pointed out to our staff that if we wanted to see a vision happen then we needed to be part of the process, if teachers didn’t understand the plan and vision how were they meant to outwork the final product? A staff should live and breathe the vision, without staff pushing the vision along then the journey is harder, the teaching becomes tedious and the learning can get off track. It’s not just about hitting the targets, its also about building community, relationships and creating life long learners.