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Education Director’s Manual for The Pacific Revised 2011 By Ken Weslake Associate Director of Education South Pacific Division Locked Bag 2014 Wahroonga NSW 2076 [email protected] +61.2.9847.3331 Introduction A number of years ago there used to be only one Education Directors Manual published for the whole of the South Pacific Division. But with the development of education over the intervening years and the huge educational reforms that have taken place across our Division, it is no longer appropriate to produce just one manual hoping that it will be suitable for all conferences and missions to use. Instead it has become necessary to produce a manual for the Pacific to more readily meet the needs of this region alone. As is often the case, teachers are appointed to Directorship with little or no training or experience. This manual is an attempt to address this lack. The various chapters and appendices are designed to be a resource to the Education Director and hopefully will be developed and adjusted to meet the local conditions and requirements. Rather than slavishly following each page it should be read as a guide with a view to putting into practice only those things that will work in the local situation. As you use this manual and find there are areas that are not covered or are completely out of touch then feel free to contact the editor as listed below with your input and updates. The accompanying CD-Rom has a complete manual in electronic form and can be downloaded and used to print off individual forms or portions of the document. As you read and study this manual, try to see how it can be used in your office for the better running of the Adventist education system in your mission/conference. May God continue to guide and lead in your life and of your staff’s. May the Adventist schools under your control continue to develop in quality with many of its students committing their lives to the Master Educator. Ken Weslake Associate Director, Education South Pacific Division, SDA Church [email protected] Table of Contents 1. Advocate for Seventh-day Adventist ...................................................................................................... 2 2. Funding Agent – Proposal Writer ............................................................................................................ 3 3. Master of Adventist Ethos, Values, Worldview....................................................................................... 4 4. Mentor, Guide, Supporter of Principals .................................................................................................. 4 5. Performance Management ..................................................................................................................... 4 6. Model of Professionalism Research and Scholarship ............................................................................. 5 7. Policy Writer, Reviewer of Conditions .................................................................................................... 5 8. Professional Developer for All Staff ........................................................................................................ 6 9. Quality Assurance Auditor ...................................................................................................................... 6 10. Visionary .................................................................................................................................................. 7 11. Statistical Returns.................................................................................................................................... 8 12. Appendices ............................................................................................................................................10 Appendix 1 - Proposal Writing Hints .....................................................................................................11 Appendix 2 - Small Project Proposal .....................................................................................................19 Appendix 3 - Worldviews, Contemporary Culture, and Adventist Thought .........................................27 Appendix 4 - Philosophy and Objectives ...............................................................................................35 Appendix 5 - Mentors ............................................................................................................................37 Appendix 6 - Performance Management Process .................................................................................39 Appendix 7 - Professional Development Questionnaire .......................................................................65 Appendix 8 - Checking out Special Character and Educational Quality in Pacific Island Seventhday Adventist Schools .....................................................................................................67 Appendix 9 - School Visitation Program ................................................................................................85 Appendix 10 - Strategic Development Plan...........................................................................................93 Appendix 11 - Making Seventh-day Adventist Schools Distinctive .......................................................95 Appendix 12 - Teacher Induction Program .........................................................................................127 Appendix 13 - Advanced Study Agreement ........................................................................................143 Appendix 14 - Record Retention Requirements..................................................................................165 Appendix 15 - Teacher Employment Prospectus ................................................................................167 Appendix 16 - Teacher Employment Forms ........................................................................................175 Appendix 17 - South Pacific Division Education Statistical Returns ....................................................183 Cube Template ...............................................................................................................................................191 Education Directors’ Manual 1 1. Advocate for Seventh-day Adventist Part of the role of an Education Director, whether at Mission or Union level, is advocacy and promotion of Seventh-day Adventist education. There are a number of groups that need to be met with on a regular basis and with specific purpose. The table below suggests a number of these groups and the reason for meetings and strategies that could be used. Groups School administration and teachers. How often do we meet? At least annually. Those that miss out should be added to the next round of visitations. Why do we meet? What do we discuss? To share information and gain/maintain support. To listen and address concerns. Develop team spirit. Parents and church members. While visiting the schools. Usually after school or evening or during a Sabbath program or AYs. To share information and gain/maintain support. To listen to and address concerns. Mission Administration. Government education officials. After returning from a school visit. At least once per term. Ex-students and business people. Annually. Possibly a dinner or other formal occasion. Report on school visits. Build team spirit. Enlist support for present and future developments. To develop networking. To keep abreast of government policy and direction. To report on present and future needs. To report on successes. To develop networking. To share successes and challenges. To enlist financial and capital support. Purpose of visit. Stories of success and challenges from around the Mission. Discuss items from staff and admin. Seek solutions. Progress and observations of the school. Stories of success and challenges from around the Mission. On Sabbath opportunity to preach or run AY education theme. Listen to concerns and seek solutions. Report on present state of mission education. Future plans and needs. Seek solutions for challenges. Report on present state of Mission education. Information gathering on government direction for education. Dialogue and support for Mission initiatives in education. Present state of Mission education. Outlining future needs and plans. Enlisting financial and capital support to achieve plans. It is important to try to think of the big positives of your education system. As you promote these especially to your constituents and learning community whoever they may be, there will be a positive response and a willingness to assist when times become challenging. Education Directors’ Manual 2 2. Funding Agent – Proposal Writer There are significant funds available to schools and communities throughout the Pacific. These funds can come from local, national and international sources. Some of these funds are donated from Government Organisations (GOs) and some from Non-government Organisations (NGOs). Many of these organisations have their own templates to fill in when applying for funding. The secret to a successful application is to think clearly about what and why you really need the funding. The second point and possibly the most important is to not give up when your application is rejected. If possible find out why it was rejected and try to rectify that problem before resubmitting. If there are no forms to fill in and you have to write your own proposal then the following headings will be useful. Proposal Section TITLE 1. PROJECT OVERVIEW 2. BACKGROUND INFORMATION/STATEMENT OF THE PROBLEM 3. PROJECT DETAIL a. Goals and Objectives b. Clientele c. Methods d. Staff/Administration 4. AVAILABLE RESOURCES 5. NEEDED RESOURCES a. Personnel b. Facilities c. Equipment/Supplies/Communication d. Budget 6. EVALUATION PLAN 7. APPENDICES In some ways writing the proposal can be the easy part. Once the proposal is accepted and the funds begin to flow in, that is when the real work begins. All spending must be receipted and all receipts must be kept. As the project develops, financial reports will need to be presented to the donor organisation. If all receipts are present and the figures balance, then there will be no problem. But if receipts are missing or some finances cannot be accounted for, then, not only the project in hand but future funding for any part of your department or church can be put into jeopardy. Thoroughness is the answer. A proposal acquittal is a document that outlines how all the money was spent and what the outcome of the spending was. If there are surveys that were taken by the participants or photos taken of a completed project, make sure that these are included in the acquittal report when it is presented. This will help to create a positive feeling with the donor and make it more likely to receive future funding from that source should that need ever arise. Proposals are not the only area where accuracy is required in finances - your own department spending needs to be within budget. Make sure you ask your financial officer for a statement each month. You need to insist that this is presented to you as it is difficult to work out just how much money is available for future spending if you do not know how much is available. Make sure too that you are giving to the treasury department all the expense reports and spending receipts on time and when required. For more detail see Appendix 1 which presents an example of how a proposal may be constructed and written. For a sample ADRA proposal format and Grant Release Request form see Appendix 2 Education Directors’ Manual 3 3. Master of Adventist Ethos, Values, Worldview Part of the Education Director’s job is to promote and uphold the Adventist worldview. While this worldview has many similarities to other Christian worldviews it is unique in a number of aspects. The article in Appendix 3 gives a good overview of the Adventist worldview and also other modern worldviews that will have some impact on our schools and pupils. As you meet with staff and leaders, be ready to share the details and importance of the Adventist worldview. See Appendix 3, Worldviews, contemporary culture, and Adventist thought. Now to apply the Adventist worldview to Adventist education read through Appendix 4. Appendix 11 presents a program that can be run over a period of time that will help clarify and deepen what it means to be a Seventh-day Adventist school. 4. Mentor, Guide, Supporter of Principals A mentor is one who provides support, example and direction. A mentor aims to work closely with a person for their betterment. In the role of Education Director with schools spread over a vast and often times difficult area to travel to, being a mentor will be a real challenge. See Appendix 5 for some ideas on how to be an effective mentor. One way to be a mentor is by writing letters. These letters need to be encouraging, expressing appreciation for the work the principal is doing and offering support for them. It should encourage principals to respond to you and if they have asked for support or assistance make sure that this is delivered to them as quickly as possible. Where there is a phone connection available then take the time to phone and have a chat. But keep an eye on the time if it is going to cost money! A regular phone chat will help to build team spirit and a sense of belonging. It will encourage principals to open up to you and share some of their burdens. 5. Performance Management Each principal should be evaluated on a regular basis. Where they are easy to visit then twice a year is a reasonable time frame. Where it is difficult to visit, a longer time frame will need to be introduced. An evaluation is designed to help a person grow professionally and to improve in his or her performance. It is not designed to be a disciplinary tool or used against them to remove him or her to another place or out of a school. Appendix 6 gives an example of both a principal’s and teacher’s evaluation system. The evaluation process is quite simple. First you need to visit the Principal and in consultation with him or her choose, say, up to 4 key areas that they would like to work on during the year. In discussing the areas, try to get them to be specific on what he or she might plan to do to improve the areas he or she has chosen. It would be good to write these ideas down and review them later in the year. During the year you should contact the principal(s) and ask how he or she is going with their plans. They may need some support or encouragement or praise for their progress. Towards the end of the year you should sit down with each of them and talk about their achievements. Praise them for the goals that have been achieved and, for those goals not achieved; try to find out the reasons why not. It would be a good time to work on what might be the next set of improvements for the following year. Remember that evaluation is all about development and improvement, not about reward or punishment. Education Directors’ Manual 4 6. Model of Professionalism Research and Scholarship One of the biggest challenges in the role of Education Director is staying up to date with what is happening both in the classroom and on the international stage. Educational trends will usually begin in a developed country such as USA, Canada, Singapore, or UK and then be picked up by other countries such as Australia and/or New Zealand. Eventually many of these changes present themselves in the third world context. In recent years massive educational changes have been experienced throughout the Pacific, leaving Education Directors struggling at times to stay up to date with all of the changes. What can be done to maintain our professionalism in the area of research and Scholarship? The easiest is to continue to read. The SPD sends out a monthly edition of the Education Digest. This makes for good reading but is really the bottom of the research quality. An effort should be made to subscribe to a research journal of education. The Adventist Journal of Education is an excellent quarterly publication. The subscription is handled by the SPD education office and is free to your office. Many more research sites can be accessed from the web. Some good sites are listed. www.aare.edu.au/aer/aer www.elsevier.com/locate/ijedures www.acer.edu.au www.nzcer.org.nz The Australian Educational Researcher is published 3 times each year. International Journal of Educational Research has a global content of research. The Australian Council for Education Research has relevant and up to date research on classroom practice along with other research. The New Zealand Council for Education Research has a range of educational research topics useful for both primary and secondary education. It is important to share your findings with your principals and encourage them to be readers of educational professional materials as well. Another area that needs further development is for you to undertake your own research. There are many topics that could be relevant to your needs. While research does not need to be highly formal it requires that you collect data on a particular topic, analyse the data, draw your conclusions and then formulate some solutions, or long term actions to address whatever the need was that you researched. In some cases it will take time and considerable effort. Usually the more time spent on developing the research and carrying it out the better quality will be the results. 7. Policy Writer, Reviewer of Conditions One of the most effective ways to bring about lasting change within the Adventist education system is by way of policies. The overarching policies are held and formulated at the South Pacific Division. But each level beneath the Division has its own policies. The Union has its policies as do the Missions. All of these policies must be supportive of the Division policies which, in turn, are supportive of the General Conference policies. The task of the Education Director is to review what is already written in policy. The question needs to be asked then whether that policy is still relevant and helpful to the workers in the field. If it is not and can be improved, the Education Director must first do further research to find out why the policy no longer provides support to its audience. It may be that conditions have changed in the field. Or it may be that recent Government legislation has made it redundant or irrelevant. There may be some historical context that is valid. There could be any number of reasons for a change. The Education Director should commence by writing down the points that need to be addressed. A draft of the wording for the policy is then done. Once a draft is in place it should be taken to the Secretary of the Mission for further editing and crafting. After this it should be shared with the Education Board for further input and refining. If the Board votes the approval of the policy, it will go to the Mission Executive Committee for its consideration and approval. Once the new policy is approved, its contents must be shared with those who are impacted and with the rest of the teaching field. One of the important roles of the Education Director is to improve the working conditions of all teachers. This will take into account the location of the school and the reasonable conditions that can be expected to Education Directors’ Manual 5 exist at such a place. The Education Director becomes an advocate for change and improvement. Change of conditions can best be brought about by meaningful dialogue with all of those concerned. This includes the Mission administration. 8. Professional Developer for All Staff Trying to improve the performance and standards of teaching is a constant task of the Education Director. This will require an eye for the future look or operation of the education system. In spite of all the challenges that the director will face, there needs to be some positive goal for the improvement of all staff. It would be helpful to ask the teaching staff to make suggestions for their professional development. If there are sufficient numbers of staff in one area of professionalism, a program of development can benefit quite a number of staff at the same time. That is not to say that if only a few have a particular need that they shouldn’t be supported if possible. In order to provide the professional development needed, it would be helpful to prioritise the needs over a 3 – 5 year period. Once this is done, a timeframe can be set up with likely dates and funding considerations. It is important to secure the funding early in the piece, as lack of funding will most likely have a negative impact on professional development. Funding, as mentioned before, can come from an NGO source, ADRA, a Mission or shared around with teachers contributing something towards the cost. Teachers who become more professional in their careers are improved practitioners and their students better learners as well. This should be the goal of every Education Director. In order to begin the professional development plan for the staff use the form from Appendix 7 and send it out to the staff to complete. When the completed forms are returned, collate the answers to see if there are any patterns that could be used to guide the development of a professional development plan. 9. Quality Assurance Auditor When setting up your calendar of visits for the year or longer it is important to remember that there will be two types of visits that will be conducted. These are the informal visit and the formal visit. The informal visit is usually not longer than one day to allow Directors to meet with school administration and staff on an informal basis. Its purpose is to engender rapport between Directors and school staff. It affords an opportunity to respond to queries and appreciate concerns of staff as well as providing the opportunity to acquaint school personnel with current policy and practice. No written report is prepared. The formal visit is of two or more days’ duration. In addition to the purposes of the courtesy visit it allows Directors to evaluate the operation of the school and the professional performance of school personnel. The school is requested to prepare documents and supply information on a variety of areas which include: enrolment and general statistical information staff lists giving teaching loads and extra curricula duties information on public (external) and internal examinations the financial position of the school a progress report since the prior visit teachers’ records, programs and teaching materials The checklist found in Appendix 8 is a good list to check school quality. It can be used to help provide the information needed to write a report on the school or guide discussion on improving school quality. It gives a comprehensive list of the areas to be checked off and discussed with the Principal. Appendix 9 gives further details on courtesy, formal and accreditation visits. Some schools will have to receive accreditation visits. In order for a school to be well prepared for an accreditation visit, it will be necessary for you to send the paperwork to them at least a term in advance. A visit by you will be necessary to explain what needs to be done in preparation and also for the conducting Education Directors’ Manual 6 of the accreditation visit. Time should be spent encouraging the principals to have all the paperwork prepared well beforehand, and on the days of the visit, to have all documentation neatly and tidily presented in a logical order to make the work of the accreditation team effective and efficient. Most visits will take at least two days for a small school and three for a larger school. After these visits a number of recommendations are left with the school board to action over a period of time. You need to have some system in place that will allow you to check the progress the school has made in meeting the recommendations. This is an opportunity to provide feedback and affirmation for progress made. It is also an opportunity to give some direction and encouragement where little or insufficient progress has been made. On a longer term basis, it would be good to conduct some basic research amongst your schools. After completing a number of accreditations, sit down with each report and see if there is a common need being presented in the recommendations. If there is, ask whether there is something that can be done that will assist with easing or eradicating this need? Try to see some action that can be taken that will influence the future outcome for the schools and maybe the system. It maybe that some of these needs will inform your strategic development plan so that over a period of three years or more you are addressing the need in an informed way. 10. Visionary A visionary person is a person who is able to dream about a better future in the area that he/she works. This takes time. In order to achieve this it would be good to take two or three days off twice a year and go to a quiet place away from home and work and spend time thinking about a better future for the school system that you operate. There are probably five key areas that need your consideration. 1) Ethos How can the ethos/special character be improved in your schools? How will you achieve this? Will it be by in-service courses or by trips away by the teachers? What plan will you have to make sure that special character is in everything that happens at the school? 2) People It is obvious that a school will not be able to operate without people. The key groups of people will be the parents, students, teachers, ancillary staff and administration including school, mission and government. When dreaming about each of these groups try to imagine what you would like each group to be. Now try to work out how you will achieve this. What sort of parents would you like to have supporting your schools? What sort of students would you like to see in your schools? There will always be a need for teachers in your schools. How will you go about making sure that there will always be enough teachers to call on? Where will you begin to sow the seed in the minds of students that God may be calling them to be teachers? Will it begin in early High School or later? How will you do this? How will you ensure that these teachers are committed Seventh-day Adventists? What will you do to make sure that your teachers are the best in the province and the country? What dreams do you have for the school administration? What about the administration of the Mission and government and their roles at the schools. What dreams do you have for them? 3) Facilities and Campus Do your schools have enough land to operate on? If not what can you do about it? Are the campuses of a high standard? Are the facilities in terms of buildings and resources sufficient for what is needed to run a good school? Are there hazards that need to be dealt with? Do you have plans for purchasing more land for future development of more schools? Where are new schools needed? Education Directors’ Manual 7 4) Curriculum and Delivery Do your schools have sufficient curriculum materials? What curriculum are they using and is it meeting the real needs of the communities the schools are serving? If not, then what can you do about it? Are your teachers using the latest methods of teaching? If not, what can you do to help them try new ideas? Will you bring them together to learn off each other or arrange for them to visit each other? 5) Administration How will you work with administration and other key departments to achieve your dreams? How will you tell them what you would like to see in education? How often will you report to them about progress and challenges? There are many other headings that can be used and added. What will you need as you head out on a visionary journey? Make sure you take your Bible along and spend time with God during this time. Take along a lot of paper, some pens, and highlighters. Spend the first day dreaming and writing all of your ideas down. Don’t worry about whether you can see a solution or plan for the ideas, just write them all down and dream big. How do you dream? Imagine you are sitting on a high hill or mountain and you have the ability to see into the future for around 5 years. First look over your whole Mission territory. By the end of 5 years how do you want your schools to be running? Are there many young children growing up in the communities under your gaze? Will you try and cater for these little ones? How will you achieve this? What about the quality of education that is being delivered? How well trained are your teachers? How well resourced are your schools? How well presented are they? Try to dream beyond what is ordinary. Try to dream in terms of high quality in all areas. Note down the ideas/dreams that you see. Just jot them all down, don’t try to group them just now. It can be done later. On the second day group all of your ideas together. There may be a number of similar ideas that can be written down as one idea. Once you have grouped them together try and decide which ones are the most important to put into action. Don’t choose too many. It is better to have a few ideas well executed than too many ideas that hardly get started, let alone finished. Once you have chosen your key dreams, begin to plan how you will implement them. Put these down with a time frame so that you can keep coming back to the ideas and measuring your progress. With the pressure of Education Director activities, you have to schedule in your timetable an hour a week at least when you can go back and review your big dreams and when you can make further plans to bring them about. They won’t happen automatically just because you dreamed about them. A dream never becomes a reality if it is not acted on. This type of visioning leads into a strategic plan. A strategic plan is simply an organised plan about how you will move an organisation from where it is now to where you have dreamed it to be in the future – usually 5 years. The key to a good strategic plan is to be able to break the ideas down into small steps and then, by completing all of the steps over time, the dream is accomplished. Appendix 10 gives a sample of how a strategic plan can be set out. The format is not as important as the detail and how clearly you have in your mind what needs to be achieved. 11. Statistical Returns School statistics are used for a variety of reasons. Initially they are used to give us figures of the enrolment make-up of Adventist schools across the Division. The statistics can be added together and a total picture can be gained for education across the Pacific. But one of the most powerful tools in statistical returns is to see trends that develop. By comparing statistics from the past, certain trends can be picked up. For example, in New Zealand, the statistics for the last 10 years were recently studied and it was found that Education Directors’ Manual 8 nearly all of the schools were slowly declining in enrolments. Now this trend wasn’t major, but it definitely was there. Immediately the Administration can go to work and try to discover what is causing the drop off and what can be done about it. The GC Annual School Statistic Forms will be sent to each Education Director early in November of each year. The Education Director then sends the statistics, Form 1, to the principal in each school. The school principal fills out all relevant sections and returns the completed form to the Education Director. The Education Director then collates the data into Forms 2, 3, and 4. They must keep a copy of the forms for their records and post or e-mail the forms together with the summary forms directly back to the Departmental Assistant in Education at the South Pacific Division office. A timeframe for the returns will be clearly indicated in the instructions. As these forms are collated and forwarded on to the General Conference it is very important that they be returned within the timeframe set. Appendix 17 has sample copies of the forms that can be expected. Education Directors’ Manual 9 12. APPENDICES Appendix 1 Proposal Writing Hints .......................................................................................................11 Appendix 2 Small Project Proposal (SPP) Guidelines and Template ....................................................19 Appendix 3 Worldviews, Contemporary Culture, and Adventist Thought ...........................................27 Appendix 4 Philosophy and Objectives.................................................................................................35 Appendix 5 Mentors .............................................................................................................................37 Appendix 6 Performance Management Process ..................................................................................39 Appendix 7 Professional Development Questionnaire.........................................................................65 Appendix 8 Checking out Special Character and Educational Quality in Pacific Island Seventh-day Adventist Schools...............................................................................................................67 Appendix 9 School Visitation Program .................................................................................................85 Appendix 10 Strategic Development Plan ..............................................................................................93 Appendix 11 Making Seventh-day Adventist Schools Distinctive ...........................................................95 Appendix 12 Teacher Induction Program .............................................................................................127 Appendix 13 Advanced Study Agreement ............................................................................................143 Appendix 14 Record Retention Requirements .....................................................................................165 Appendix 15 Teacher Employment Prospectus ....................................................................................167 Appendix 16 Teacher Employment Forms ............................................................................................175 Appendix 17 South Pacific Division Education Statistical Returns........................................................183 Education Directors’ Manual 10 APPENDIX 1 Proposal Writing Hints Project Title/Cover Page Check to see if the agency you have in mind has any specifications for the Title Page (often they have a required format). Usually the Title/Cover Page includes signatures of key people in your organization (Department Head, Supervisor, Contracts Officer, etc.). If your proposal is built on collaborating with other groups/organizations it is usually a good idea to include their names on the Title/Cover Page. Your cover should look professional and neat. However, do not waste time using fancy report covers, expensive binding, or other procedures that may send the wrong message to the potential funding agency. You are trying to impress the potential funding agency with how you really need funding, not the message that you do things rather expensively! The title should be clear and unambiguous (do not make it "cute"). Think of your title as a mini-abstract. A good title should paint a quick picture for the reader of the key idea(s) of your project. The words you use in your title should clearly reflect the focus of your proposal. The most important words should come first, then the less important words. Notice that both of the following titles use basically the same words, except in a different order. The project with Title #1 appears to be focused on Red Haired Musicians. The project with Title #2 appears to be focused on Musical Style Preference. However, both projects are the same! Make sure your words are in the correct order. Title #1 Title #2 Red Haired Musicians and their Preference for Musical Style Music Style Preference of Red Haired Musicians Try to remove words from your title that really are not necessary for understanding. Title #1 has too many words. Title #2 is just as clear but with fewer words. Title #1 the Systematic Development of a Local Initiative to Create a Learning Center for Community Education Title #2 A Local Learning Center for Community Education Try and use only a single sentence for your title. If the sentence is getting too long try removing some words. When all else fails try using a two part title with the parts separated by a colon (use only as a last resort!). Do not attempt to use the title as an abstract of your entire proposal. Project Overview Think of the Project Overview as an Executive Summary (the busy executive probably only has enough time to read your Overview - not the entire proposal). Be specific and concise. Do not go into detail on aspects of your proposal that are further clarified at a later point in your proposal. The Project Overview should "paint a picture" of your proposal in the mind of the reader. It should establish the framework so that the rest of the proposal has a frame of reference. Use the Project Overview to begin to show your knowledge of the organization from which you are requesting funds. Key concerns of the funding organization can be briefly identified in relation to your proposed project. If you will be collaborating with other organizations make sure some of their interests are also highlighted in the Project Overview. This can assist in strengthening the collaboration by recognizing them at the very beginning of your proposal. The best time to prepare the Project Overview is after you have completed the entire proposal (and you understand all aspects of your proposal very well). Let the Overview be your last piece of writing and then insert it at the beginning of your proposal. Education Directors’ Manual 11 Try to keep in mind that someone will be reviewing your proposal and you would like to have this person be very positive about what you have written. The Project Overview will probably form a strong impression in the mind of the reviewer. Work on your Project Overview so that you can avoid giving this person the opportunity to say things like: Not an original idea Rationale is weak Writing is vague Uncertain outcomes Does not have relevant experience Problem is not important Proposal is unfocused Project is too large Background Information/Statement of the Problem It may be easier to think of this section as a review of Relevant Literature." Cite previous projects and studies that are similar to what you are proposing. Show the funding agency that you know what you are proposing because you are familiar with what has preceded you. Try to be careful in your use of language. It can be very helpful to have a friend, outside of your area of focus/expertise, read your proposal to make sure that the language is readable and minimizes the use of: jargon trendy or "in" words abbreviations colloquial expressions redundant phrases confusing language Position your project in relation to other efforts and show how your project: will extend the work that has been previously done, will avoid the mistakes and/or errors that have been previously made, will serve to develop stronger collaboration between existing initiatives, or is unique since it does not follow the same path as previously followed. Use the statement of the problem to show that your proposed project is definitely needed and should be funded. It is essential to include a well-documented statement of the need/problem that is the basis for your project. What are the pressing problems that you want to address? How do you know these problems are important? What other sources/programs similarly support these needs as major needs? Check to see that the potential funding agency is committed to the same needs/problems that your proposal addresses. Clearly indicate how the problems that will be addressed in your project will help the potential funding agency in fulfilling their own goals and objectives. As you write, keep the funding agency in your mind as a "cooperating partner" committed to the same concerns that you are. Is there a special reason why you and/or your organisation are uniquely suited to conduct the project? (Geographic location, language expertise, prior involvements in this area, close relationship to the project clientele, etc.) When you get to the Methods Section of your proposal it will be important to refer back to the needs you've identified in this section (and show how your methods will respond to these needs). It can really help gain funding support for your project if you have already taken some small steps to begin your project. An excellent small step that can occur prior to requesting funding is a need assessment that you conduct (survey, interviews, focus groups, etc.). Write up your need assessment as a short Report, cite the Report in your proposal, and include a copy with the proposal. Education Directors’ Manual 12 This is an excellent section to have the reader begin to understand that an ongoing approach to the problem is essential (assuming that you are proposing a project that is ongoing in nature) and that short term responses may have negligible effect. This can begin to establish a rationale for why your project needs external funding - it seeks to provide a long term response. Project Detail - Goals and Objectives Try and differentiate between your goals and your objectives - and include both. Goals are the large statements of what you hope to accomplish but usually aren't very measurable. They create the setting for what you are proposing. Objectives are operational, tell specific things you will be accomplishing in your project, and are very measurable. Your objectives will form the basis for the activities of your project and will also serve as the basis for the evaluation of your project. Try to insure that there is considerable overlap between the goals and objectives for your proposal and the goals and objectives of the funding organization. If there is not a strong overlap of goals and objectives then it might be best to identify a different funding organization. Present measurable objectives for your project. If you are dealing with "things" it is easier for them to be measured than if you are dealing with abstract ideas. Your proposal is easier for a prospective funding organization to understand (and the outcomes are much more clear) if you describe your objectives in measurable ways. Project Detail - Clientele Include specific information on the population or clientele that your project is focused on. Exactly who are the clientele? Who is included in the clientele group? In what ways have you already had contact with the clientele group? Can you show that you have the support of the clientele group to move ahead with the project? In what ways have members of the clientele group been involved in the preparation of the proposal? What other agencies are involved with this clientele group (and have these other agencies been included in your proposed project)? It's important for the funding agency to see how much the clientele group has been involved with the project and the preparation of the proposal. (Sometimes a project is funded and then the director finds that the clientele group does not want to be involved!! Don't let that happen to you.) Be sure to clarify why it is important for the funding organization to be concerned about your clientele. Your proposal should clearly indicate how assisting your clientele is in the best interests of the funding organization. Project Detail - Methods There should be a very clear link between the methods you describe in this section and the objectives you have previously defined. Be explicit in your writing and state exactly how the methods you have chosen will fulfil your project's objectives and help deal with the needs/problems on which your proposal is focused. The prospective funding agency will be looking at your methods to see what it is that you are proposing that will be new, unique or innovative. Make sure you clearly present the innovative aspects of your idea. Are the specific methods you are proposing for your project very important to your unique clientele? Make sure you clarify this for the funding organization. Do not forget to include the collaborative relationships your project will be developing with other cooperating groups. A good way to show collaboration is in the methods that you will be using. How will the methods for your project encourage groups to join together in dealing with the issues/concerns your project addresses? Education Directors’ Manual 13 Your Methods section should clearly indicate how the methods that will be used will allow the outcomes of your project to have value for others beyond your project. (This can also tie into your Dissemination Plan - see the Appendices section for more hints on dissemination.) Project Detail - Staff/Administration Use this section to describe the roles of the different people associated with your project and the importance of each. Make sure to clarify how each of the roles are essential to the success of the project and each role clearly relates to operationalising the methods you have described. So what do you say about your key people? To start, make sure you include name, title, experience, and qualifications. Include other information if you feel it's important to the success of your project. The descriptions of your personnel should let the funding agency know that you have excellent people who are committed to the project. You are not asking the funding agency to "trust" you. The validity for what you are proposing is directly related to the people who will work with the project. Working together as a part of a team is something that funding agencies often like to see. Try making your project a team effort. If you will be using a Steering Committee (Advisory Committee, Governing Board, etc.) to assist in your project, this is a good place to describe how it will be organized and who will be included. A Steering Committee can be politically very helpful to you and your project. You can enlist the support of a variety of other agencies/organizations by placing a representative of these agencies/organizations on your Steering Committee. Make sure you define the length of service for the members of the Steering Committee (so that membership can rotate and you can minimize the length of service of someone who may not be helpful!). A Steering Committee can greatly help in identifying and linking to other resources. A viable Steering Committee can suggest to a funding agency that the project has strong links to the local situation and the project has a good chance of continuing after the funding period is over. Available Resources Collaborative efforts (an important project resource) are usually considered very favorably! Many funding agencies like to see cooperative ventures as the basis for local action. In other words, the funding agency's dollars are being brought together with other existing organizations that are already committed and involved in dealing with the needs that the project is responding to. Sometimes local resources go unnoticed and are difficult to see. Look carefully around you because there are certain to be resources that you have available that you may not be noticing (time that volunteers donate to your project, materials that local merchants may provide, local experts who can provide help/advise when needed, a friend who is willing to do some word processing, etc.). Such in-kind resources can show a potential funding agency that you are strongly rooted in your community. It is very impressive to a prospective funding agency if local resources have already been contacted and plans to include them in the project have already been made. Letters from local resources supporting the project (included in the Appendix) are an excellent addition to the proposal. Needed Resources - Personnel Refer back to your Staff/Administration section and identify those people who will actually be paid from the grant - these are the ones to be identified in this section Include short descriptions of each of the people who will be involved in your project and supported by the funding. The descriptions should clarify in the mind of the potential funding agency that these people are ideally suited to conduct the project. Instead of having all full-time staff on the project, consider having a number of part-time staff especially if the part-time staff currently work with other cooperating organizations. This is a good way to show inter-agency collaboration. Education Directors’ Manual 14 Make sure you notify people who you identify in your Personnel section and receive their approval before you send in your proposal. Needed Resources - Facilities Though you may not be requesting funds for the purchase or rental of facilities, it can be helpful to provide a brief description of the facilities that will be used for the project. Consider describing existing facilities that will be used for the project as in-kind contributions to the project. Even if you have free access to classrooms at a local school, meeting space at a shopping mall or a project room in a local office building, it can be helpful to indicate how much additional money the prospective funding agency would have to provide if these facilities were not donated. Needed Resources - Equipment/Supplies/Communication Be careful in listing the equipment that will be needed for your project. Funding sources are usually much more willing to provide funds for the support of personnel than they are to support the purchase of equipment (that may or may not directly benefit the funded project). The following are the types of equipment that may be needed for a funded project: tape recorder (for recording interviews, dictating reports, etc.) video cassette recorder and television monitor (for recording project activities, documenting change, etc.) computer/monitor/printer (for general project support) desks/chairs/tables lamps intercom/office telephone system telephone conferencing equipment photocopy machine specialized equipment for fulfilling project objectives It will help if you've really done some research on the actual cost of the equipment you specify. This is much better than "guessing" at the cost and then to be challenged on your estimates by the potential funding agency. It is easy to overlook many of the office supplies that will be needed for your project. Will you be needing printed letterhead stationery? And, if you will be mailing many letters, have you considered the current cost of postage (and possible increases in cost)? Do you have a good idea how much paper is needed to support the use of a computer word processor? Have you recently checked the price on such things as sticky notes, paper clips, or pencils/pens? A trip to a local office supply store could be most appropriate. Coffee, cups, donuts or other "supplies" for morning and afternoon breaks are usually not included in the proposal. These are personal (not project) expenses. How will you be sharing information about your project with others? Will your project include a Newsletter? How about a website? The more open you are and willing to help others learn from your experiences the more likely a funding agency will be interested in assisting. Consider including in your proposal additional funds for hosting some form of workshop or institute where you can bring together other professionals who are interested in conducting a similar type of project in their area. This would be a good way to publicly recognize your funding organization. Invite someone from the funding organization to attend the workshop so they can hear what others think about the investment they have made. Needed Resources - Budget Make your budget realistic. Carefully think through exactly what you will need from the funding agency to carry out the project and establish your budget around this amount. (Do not forget, funding agencies receive lots of requests for funding. They can easily tell when someone has inflated a budget in order to procure funds for other purposes. Don't get caught in this situation.) Have someone else in your organization review your budget to see how realistic you are. Education Directors’ Manual 15 Do you really need a large amount of funding at the beginning of the project or will your project be "phased up" over a period of time? Sometimes it's not very realistic to expect a new project to be able to be up and operating (and spending large amounts of money) during the first 6 months or year of operation. A good strategy to use with a potential funding agency is to ask for a small amount of funding for the first phase of the project. Specify in your proposal what you expect to achieve during this "minimal funding phase" and when you will be returning to the funding agency to ask for funds for the next phase. This can suggest to the funding agency that they can terminate the relationship easily if your project is not successful (and then it is essential for you to make sure the first phase IS successful). Check with the agency to see if they have suggested/required budget categories that they want you to use. If the potential funding agency doesn't have any suggested/required budget categories, organize your budget around a set of meaningful categories that work for the project you are proposing. Categories that you may want to consider for itemizing your budget are: Personnel (salary and benefits) Consultants (salary) Instruction Equipment Supplies Communication (telephone/postage) Materials preparation Travel Rental of facilities Evaluation Other expenses Indirect costs (costs that your organization requires that you include) A suggested budget format for a three year funding proposal: Amounted budgeted for Year 1 Budget for a three year funding proposal PERSONNEL Person #1 Person #2 Person #3 Sub-Total FACILITIES (list items below) Sub-Total EQUIPMENT (list items below) Sub-Total SUPPLIES (list items below) Sub-Total COMMUNICATION (list items below) Telephone Postage Sub-Total TRAVEL (list items below) Fuel Vehicle Rental Rail Tickets Sub-Total SUM TOTAL Education Directors’ Manual 16 Amount budgeted for Year 2 Amount Budgeted for year 3 Evaluation Plan It's important to describe in your proposal exactly how you will decide whether or not your project has been successful, achieved its objectives, etc. The Evaluation Plan will tell the prospective funding agency how you will be going about showing them at the end of the project that their investment in you was a good one. If you plan to use a survey or questionnaire to help in evaluating the success of your project you may want to include in the Appendices a draft of what you are considering for the questionnaire/survey. Your evaluation plan does not have to be elaborate but it is important to indicate to the prospective funding agency that you have not forgotten this important step. Try to include both a concern for formative evaluation/process evaluation (ways to gain feedback on the project while it is being conducted) and summative evaluation/product evaluation (ways to show that the project fulfilled that which was originally proposed). Another way of conceptualizing this is that formative evaluation/process evaluation is concerned with the activities of the project. On the other hand, summative evaluation/product evaluation is concerned with the stated objectives of the project. It is easy to create a summative evaluation/product evaluation plan if you have done a good job of clearly stating your project objectives or expected outcomes. Make direct reference to your objectives in your evaluation plan. This creates a strong sense of integration/consistency within your proposal. The reader of your proposal will now be hearing the same message repeated in different sections of your proposal. Try creating two separate evaluation plans - one for formative evaluation and the other for summative evaluation. A good evaluation plan should include some sense of concern for what goes on following the conclusion of the funding period. How will the initiatives that have been started under the project be sustained? Have new things occurred that will be continued in the future? How will other cooperating agencies assist in continuing the project after the conclusion of the funding period? These and other areas should be included in a viable evaluation plan. Appendices Appendices should be devoted to those aspects of your project that are of secondary interest to the reader. Begin by assuming that the reader will only have a short time to read your proposal and it will only be the main body of your proposal (not the Appendices). Then, assume that you have gotten the attention of the reader who would now like some additional information. This is the purpose of the Appendices. Here are some possible sections to include in the Appendices: Dissemination Plan - An important aspect of your proposal will be the plan for disseminating information of/from the project to other audiences. Most funding agencies are interested in seeing how their financial support of your project will extend to other audiences. This may include newsletters, workshops, radio broadcasts, presentations, printed handouts, slide shows, training programs, etc. If you have an advisory group involved with your project they can be very helpful in disseminating project information to other audiences. Time Line - A clear indication of the time frame for the project and the times when each aspect of the project will be implemented. Try creating the time line as a graphic representation (not too many words). If done well, it will help demonstrate the feasibility of the project in a very visible way. Letters of Support - Funding agencies would like to know that others feel strongly enough about your project that they are willing to write a letter in support of the project. Talk through with the potential letter writers the sort of focus that you think will be important for their letter. (Try and draw on the reputation of the letter writing group.) Do not get pushed into writing the letters for the agencies - they will all sound alike and will probably defeat your purpose of using them. The letters must be substantive. If not, do not use them! Have the letters addressed directly to the funding agency. (Do not use a general "To Whom It May Concern" letter - it makes it appear that you are applying to many different potential funding agencies and are using the same letter for Education Directors’ Manual 17 each. This may really be the case, so make sure you personalize each letter to the specific potential funding agency.) Cooperating Agency Descriptions - If you have referenced in your proposal different cooperating agencies that you will be working with, it is a good idea to provide a more detailed description of each of these agencies in the Appendices. Rather than include large descriptions of each cooperating agency, a single page that gives the name/address of the agency, names of key personnel, and brief descriptions of the major services provided is sufficient. Try and prepare each of these single page descriptions so they follow a similar outline/presentation of information. Evaluation Instrument - Include a draft copy of the actual evaluation instrument you plan to use (survey, questionnaire, interview guide, etc.). This will let your prospective funding agency know that you are serious about making evaluation an integral part of your project - and funding agencies like to hear this! Indicate DRAFT at the top of the instrument and then make it look as real as possible. Never say things like, "I think I may have a question that deals with...", or "Four or five questions will be included that examine the concern of...". If you will be using an interview procedure or a focus group discussion, include a draft copy of the specific questions that will actually be used for the interview/discussion. By S. Joseph Levine, Ph.D. Michigan State University East Lansing, Michigan USA ([email protected]) Education Directors’ Manual 18 APPENDIX 2 Small Project Proposal Adventist Development and Relief Agency – Australia Small Project Proposal (SPP) Guidelines and Template Less than AUD $20,000 (PFP) and Institutional Projects Please make sure you request the latest version of these Small Project Proposal forms from ADRA Australia in the event you need to use them to do a proposal. The phone number is +61.2.9489.5488. Please read the guidelines below before you work on the proposal. You will see an explanation in red under each heading to help you understand what is actually required. At the end of the guidelines you will find a clean proposal template. The small project proposal is to be used for projects with a budget of less than AUD $20,000. GENERAL INFORMATION Implementing ADRA Partner: Principal Contact and Position: Telephone Number(s): Fax Number: E-mail Contact: ADRA Australia Principal Contact and Position: Telephone Number(s): Fax Number: E-mail Contact: ADRA XXXX Name - Program Director Name – Program Coordinator PROJECT DESCRIPTION Project Brief: Project Name: Project Title Region(s): Sector(s): Implementing Partner(s): Estimated # Beneficiaries: Expected Start-up Date: Expected Finish Date: Project Duration: Estimated AUD Value: BANK ACCOUNT DETAILS Specify project locations in country What sectors will the project work in. e.g. Water and Sanitation Who will be your main implementing partners (local CBOs, NGOs, Government) How many households or people or teachers etc. Total of proposed project in Australian Dollars. If ADRA Australia accepts your project proposal, it will need your ADRA Country Office bank accounts details to transfer a fund contribution towards the design costs incurred. Bank Name: SWIFT Code: Branch Address: Account Name: Account Number: Problems and/or Opportunities {What are the problem(s) to be solved or opportunity (ies) to be met? Back-up your arguments with appropriate research}. Description of the Proposed Project {How relevant is your proposed project to the needs and opportunities of the target country and region? What will be the expected community benefits? Discuss the type of project that is needed to address the problem and describe the project location’s relevant characteristics (urban, rural, dispersed population, etc.). Education Directors’ Manual 19 Anticipated Target Group(s)/Beneficiaries {Who are the target groups to be involved? Identify an approximate number of beneficiaries.} Beneficiaries’ Summary Beneficiaries Male Female Total {Describe who the beneficiaries are} [Are children specifically the target group of the project? If yes, describe how they will be engaged in this project} Implementing Partners {Who will be your main implementing partners (local partners, NGOs)? Describe the length of your relationship with them and how they will be involved in the project.} PROJECT DESIGN Project Goal: {Project Goal – (one goal) what specific goal is the project intended to achieve to contribute to the overarching MDG(s)?}. The project goal refers to general, long-term and lasting changes in the wider community. Planned Outputs and Activities Provide a detailed description of activities that will produce the expected outputs, justifying the choice of the activities and specifying the role of each partner (government, other NGOs and/or community organisations) in the activities. See an example of output and related activities below: Output 1 - 80 Health Centres will be established in 80 villages. Activities: Health Centres will be established in target villages where there is an existing network of Community Health Volunteers and Birth Attendants. These have been previously trained and supported by other ADRA health interventions and the government. The process of establishing Health Centres will be facilitated by a district health officer who is familiar with the target communities and is an expert in community facilitation. This process will take place in the first two years of the project. The establishment of Health Centres follows the government’s health management decentralisation process from district to community level. Once the centres are functional with trained volunteers/staff and properly equipped, they become part of the district health system. ADRA will provide the construction materials, the communities will provide the labour for the construction and the government will provide the equipment to furnish the clinics. Maps of Project Location(s) (Attach it as ADRA Appendix A) Photos (Attach it as ADRA Appendix B) {Attach 2-3 photos of the target groups/beneficiaries for marketing purposes} As a signatory, ADRA Australia must comply with the Australian Council for International Development (ACFID) Code guidelines about the use of images, a portion of which is: Images of intended recipients should present them in a dignified manner. (No nude photos, no photos of females, including children, without shirts, etc.) Key figures in images should be informed of what the image is being used for and their permission gained. The use of images should not in any way endanger the people they include. (e.g. captions which “out” people with HIV, etc.) Education Directors’ Manual 20 CROSS-CUTTING ISSUES Some of the cross-cutting issues below are likely to be part of your activities. Please describe how they relate to this project and how you plan to integrate them in the design and implementation of the activities described in each section. Gender and Development (GAD) GAD is an approach to development that focuses on women and men and their roles and needs rather than women as a separate group and their specific situations and needs. It focuses on social, economic, political and cultural forces that determine how men and women can participate in, benefit from and control resources and activities. Resource Link: http://www.ausaid.gov.au/publications/pdf/gender_review_lessons.pdf Environment Activities relating (but not limited to): any environmental effect on a community; any impact on the ecosystems of an area; any adverse effect on an area, or structure, that has aesthetic, anthropologic, archaeological, architectural, cultural, historical, scientific or social significance or other special value for the present or future generations; the endangerment of any species of fauna or flora; the pollution of the environment; environmental problems associated with the disposal of waste, etc. Resource Link: http://www.ausaid.gov.au/publications/pdf/Environmental_Management_Guide.pdf Child Protection ADRA Australia adheres to statutory laws in Australia and foreign countries regarding child protection and has policies in place to protect the rights of children in all aspects of its program. Please read the policy below and describe how activities will be conducted and how personnel will relate to children in target communities. (See policy at the end of this section.) ORGANISATION CAPACITY and HARMONISATION Describe your organisation: when it was established, its programmatic goals, and particularly the skills or experience the organisation has that makes it a good candidate for the proposed project. Your aim is to convince the donor to invest in your organisation by showing that it has the ability to carry out the project successfully. SUSTAINABILITY {What will the project leave behind (sustainability) at financial, institutional, social and cultural levels? Will it have multiplier effects?} More details about the three dimensions of sustainability: The financial aspect (how will activities be financed when the grant ends?) Institutional level (Will structures allowing the activities to continue be in place at the end of the action? What capacity-building measures have been planned and at whom are they directed? Will there be local "ownership" of action outcomes?) Social and cultural sustainability (if the action is likely to alter the target groups’ way of life, indicate what measures have been planned to ensure long-term acceptance of its results). RISK MANAGEMENT List the possible risk events and describe what steps will be taken to minimise these risks to the project. Risk Domain Social Risk Event You may include some risk events for each risk domain Technological Economic Ecological Political Education Directors’ Manual 21 Mitigation Strategy You may include at least one mitigation strategy for each risk event PROJECT MANAGEMENT AND COORDINATION Role of ADRA Australia Describe the role ADRA Australia will play in each stage of the project cycle, for this proposed project including monitoring trips. Role of ADRA Implementing Partner Describe the role the ADRA implementing partner will play in the management of various stages of the project cycle, especially in relation to their interaction with beneficiaries. FINANCE and BUDGET SAMPLE Small Project Budget Period 01/07/… - 30/06/… AUD Budget Local Currency Budget INCOME ADRA Australia Income Other Income 200,000 215,000 448,000 462,750 Total Income 415,000 910,750 EXPENSES Activity Personnel Costs: Project Staff Salary and Allowances Total Activity Personnel Costs 174,300 174,300 382,618 382,618 Activity Non Personnel costs: Training Equipment Materials Transportation Total Activity Non Personnel costs: 19,280 34,700 108,200 37,020 199,200 40,500 74,085 236,322 80,200 431,107 18,675 22,825 41,500 40,960 56,065 97,025 415,000 910,750 - - Activity Support Costs Administration Monitoring and Evaluation Total Activity Support Costs TOTAL EXPENDITURE TO DATE BALANCE DECLARATION The following undertaking must be made by an authorised officer of the ADRA {implementing office]. I, (authorised officer), ______________________________________________________________________________, (Position in NGO) _____________________________________________________________, submit this proposal and undertake that all funds provided will be expended for the purposes for which they are provided. Signature:_______________________________ Date:___________________________________ Education Directors’ Manual 22 Adventist Development and Relief Agency – Australia [I020485] Child Protection – Overseas Projects Purpose Outline ADRA Australia's policy on child protection in overseas projects. Scope Relevant to all ADRA Australia funded projects. Information ADRA Australia adheres to statutory laws in Australia and foreign countries regarding child exploitation, and has policies in place to protect the rights of children in all aspects of its program. This policy aims to provide guidance and direction to all ADRA Australia personnel and volunteers so that: the rights of children in Australia and overseas are protected and enhanced through programs and projects personnel and volunteers understand issues of child protection, and are aware of the problem of child abuse organisational risks and duty of care are covered through implementing program procedures in recruitment, placement and management of projects designed to safeguard children through good practice. Child Protection Protocols ADRA Australia expects that Partner Organisations will have a similar policy as given above. In addition the protocol given below must be signed by all people (paid or voluntary) working on any project funded by ADRA Australia. It should be signed as part of project personnel orientation procedures. Consultants - All consultants engaged by International Program undergo a criminal history check by the Australian Federal Police. Consultants whom are utilised frequently by International Program sign an extended periodic agreement in which the police check would cover the duration ADRA Australia Child Protection Protocol Statement A minor is any person who is less than 18 years old. The “Personnel” includes all people who are working under contract on a paid or voluntary basis on any project funded by ADRA Australia. The Protocols below applies to all minors who the Contractor comes into contact with while working on ADRA Australia projects. This will include (but is not limited to): Minors living in or around communities/camps in which the Contractor is working; Minors visiting communities/camps for any reason; Minors living in our around the project site; Minors who approach project personnel while they are working; and Minors who are also employed as personnel on ADRA Australia funded projects. The ADRA Australia Child Protection Behaviour Protocols are as follows: Personnel must not fondle, hold, kiss, cuddle, or touch minors in any way; Personnel must avoid flirting, unwelcome flattering, or making suggestive comments to minors; Personnel must not stay overnight alone with one or more non-related minors; Personnel must not hire minors as "house help" or provide shelter for minors in the Contractor’s home; Personnel must not be alone with minors at any time; and Personnel must not employ children under 16 years of age to perform labour. The following inappropriate conduct towards minors will not be tolerated and will constitute grounds for termination of a contract by ADRA Australia: Verbal conduct such as derogatory comments or sexual advances, invitations, or using power and authority to persuade a child to act in ways that may sexually gratify the adult; Visual conduct such as derogatory posters, pornography of any kind, cartoons, drawings or gestures, any form of written/verbal communication; Physical conduct such as uninvited or unwanted touching, hugging, blocking normal movement as well as taking a child off the project site; Threats or demands to the child to submit to sexual requests in order to receive project benefits; and Education Directors’ Manual 23 Involvement in one-on-one counselling with minors and children concerning personal problems must be avoided. All project personnel on ADRA Australia funded projects must ensure that the following core principles are applied: Exploitation and abuse by project personnel constitute acts of gross misconduct and are therefore grounds for termination of contract; Sexual activity with minors is prohibited regardless of the age of majority or age of consent locally. Mistaken belief in the age of a child is not a defence; Exchange of money, employment, goods, or services for sex, including sexual favours or other forms of humiliating, degrading or exploitation is prohibited. This includes exchange of assistance that is due to beneficiaries; Sexual relationships between project personnel and beneficiaries are strongly discouraged since they are based on inherently unequal power dynamics; Where project personnel develop concerns or suspicions regarding abuse or exploitation by a fellow worker, s/he must report such concerns to the project manager, the Partner Office Country Director or the ADRA Australia Project Manager; and Project Personnel are obliged to support the creation and maintenance of an environment which prevents exploitation and abuse of children when carrying out its work under the contract. Project Title:_______________________________________________________________________________________ Position: __________________________________________________________________________________________ Name:____________________________________________________________________________________________ Signature: _________________________________________________________________________________________ Date:_____________________________________________________________________________________________ Education Directors’ Manual 24 Adventist Development and Relief Agency – Australia PROJECT GRANT RELEASE REQUEST (GRR) Date: ___________________________________ PLEASE RELEASE PROJECT FUNDS AS DETAILED BELOW Project Title _______________________________________________________________________________________ Amount for current year A$ ___________________ Amount received to date A$ ___________________ Amount of this request A$ ___________________ Balance resulting for this project A$ ___________________ How do you request funds to be sent? Bank Draft Telegraphic Transfer Requested Currency ________________________________________________________________________________ DETAILS FOR TELEGRAPHIC TRANSFER Bank Name________________________________________________________________________________________ Bank Address ______________________________________________________________________________________ Branch Name ______________________________________________________________________________________ Acct Name ________________________________________________________________________________________ Account # _________________________________________________________________________________________ Address of ADRA Office ______________________________________________________________________________ _________________________________________________________________________________________________ Name of person making request ______________________________________________________________________ Position held by person making this request _____________________________________________________________ Signature of ADRA Director authorizing this request _______________________________________________________ In requesting this funding, I accept full financial liability and agree that these funds will be used for the purpose requested in the approved proposal, and will not be used for any political, welfare or evangelistic activities. I also agree to provide regular narrative and financial reports for this project in accordance with Australian Government (AusAID) requirements. I certify that the funds applied for will be held in a separate bank account. Signed ___________________________________________________ ADRA OFFICE USE ONLY Date Requested from ADRA ______________________ Date Approved _________________________________ Method of payment ____________________________ Amount sent __________________________________ Resulting balance_______________________________ Approved by ___________________________________ Education Directors’ Manual 25 Education Directors’ Manual 26 APPENDIX 3 Worldviews, Contemporary Culture, and Adventist Thought Institute for Christian Teaching WORLDVIEWS, CONTEMPORARY CULTURE, AND ADVENTIST THOUGHT By Humberto M. Rasi Director Education Department of Seventh-day Adventists 401-00 Institute for Christian Teaching 12501 Old Columbia Pike Silver Spring, MD 20904 USA Symposium on the Bible and Adventist Scholarship Juan Dolio, Dominican Republic March 19-26, 2000 2 Imagine an extraterrestrial researcher landing on one of our college or university campuses a regular class day. He would observe a particular behavior that reflects accepted conventions and rules: At a given signal young men and women enter spacious rooms, sit on chairs in front of desks and await the arrival of an older individual–usually better dressed–who addresses them while they take notes or ask questions. Other members of the campus community walk into rooms with various kinds of instruments and, under the guidance of older individuals, manipulate and observe tiny fragments of matter. If the extraterrestrial visitor were to ask these young people why they sit for hours in a room or strain their eyes in concentrated attention instead of playing, working, or doing something else, they would speak of values, telling him about the importance of obtaining knowledge and skills to earn a living, help other people, and achieve fulfilment in life. The extraterrestrial would also note that the campus lay-out, the administrative structure, the curriculum, the attitudes of students and teachers take for granted certain beliefs and convictions regarding human rationality, academic and professional traditions, the transmission of culture, the ability to set goals, and the freedom to move toward them. If the extraterrestrial were to extend his stay through the weekend, he would observe younger and older members of the academic community attending meetings in a large auditorium, where they would discuss passages of a book, sing, meditate, and speak with or about a Supreme Being. These beliefs, in turn, are anchored on a worldview regarding reality, life, meaning and purpose. If the extraterrestrial were to probe deeper, beyond the worldview, he would discover at the core a set of indemonstrable convictions and assumptions that many would call faith. (Indeed, even unbelievers have faith or trust in something that is ultimately trustworthy and reliable, such as the laws of nature). [1] His extraterrestrial notebook may have a diagram that might look like this:i Every mature human being-whether they realize it or not-has a worldview, that is, a comprehensive perspective of the universe and of life, from which they understand their existence, make choices, established priorities, and chart their destiny. As Ayn Rand stated: Consciously or subconsciously, explicitly or implicitly, man knows that he needs a comprehensive view of existence to integrate his values, to choose his goals, to plan his future, to maintain the unity and coherence of his life–and that his metaphysical value-judgments are involved in every moment of his .[2] life, his every choice, decision and action In this paper we will address the concept of worldview, contrast the Christian worldview with two major perspectives that compete for attention in contemporary culture, and then suggest some implications for thoughtful Adventists and other Bible-believing Christians. Education Directors’ Manual 27 Behavior Rules, Conventions Values Beliefs, Convictions Worldview Faith Understanding Worldviews The modern concept of worldview goes back to Kant in 1790. Later the concept was elaborated by other thinkers such as Fichte, Schleiermacher, Hegel, and Dilthey, in terms of weltanschaung–a global outlook on life and the world that characterizes a people or a culture. [3] Langdon Gilkey, a U.S. theologian, connects the concept of worldview with "a shared system of meanings." James Olthuis, in a perceptive article, describes worldview as "a framework or set of fundamental beliefs through which we view the world and our calling and future in it." He adds: "It is the integrative and interpretive framework by which "[4] order and disorder are judged, the standard by which reality is managed and pursued. Abraham Kuyper (1837-1920)–a noted Dutch Reformed theologian, statesman and journalist–was one of the first to apply the concept of worldview to a Christian analysis of culture. Carl Henry and Frances Schaeffer, American evangelical writers of our time, followed Kuyper's lead in critiquing cultural trends from a worldview perspective. As Brian Walsh and Richard Middleton suggest in their book The Transforming Vision, fundamental questions: [5] a worldview answers four Who am I? The nature, meaning and purpose of human beings. What am I here for? How do I compare with and relate to other human beings, objects, God? Where am I? The nature of the universe in which we live. What is the reality that I perceive? How much does it encompass? What is wrong? The obstacles that prevent me from attaining fulfilment. How do I understand the disorder, pain, and evil that I observe and experience? How can I explain it? What is the solution? Ways of overcoming the obstacles to fulfilment. How do I solve the enigma of evil and find personal satisfaction? The question suggests that, ultimately, a worldview implies a soteriology and an eschatology. A worldview has certain characteristics: 1. It is pre-philosophical. Men and women, regardless of their educational attainments or their ability for abstract thought, have basic assumptions, convictions, and commitments with respect to the nature of ."[6 ] human beings, reality, evil, and the good life. Nicholas Wolterstorff calls these convictions "control beliefs A worldview, then, is a pre-philosophical and pre-scientific perspective that comes suggestively close to the concept of faith. 2. It may be expressed through a story. A worldview is usually presented as a narrative that ties together concepts of origin, meaning, purpose and destiny for individuals, social groups, and entire cultures. On the basis of this metanarrative we understand the role we play in human history and in the conflict between the forces of good and evil. As examples of this, we can cite the Great Controversy theme elaborated by Ellen White and–from an opposite perspective–the evolutionary narrative proposed by Charles Darwin and his followers. As we enter the 21st century, many observers believe that the secular worldview that has shaped Western culture since the Enlightenment is in crisis. The idea of permanent material progress and the boundless human improvement through secular scientific means now seem a chimera. Hence the increasing spiritualization of contemporary Western culture. 3. It is normative. As Walsh and Middleton note, a worldview is not only a perspective of life, but also a vision for life. While it describes reality from a specific point of view, it also proposes norms for the conduct of individuals and social groups. It distinguishes between the real and the ideal, between what is and what ought to be. It proposes ethical priorities and patterns for education. The worldview we embrace determines our attitude toward work, life in the community, politics, economy, science and technology, etc. What we have discussed to this point may be summarized in the following chart: The decisive battles that God's followers have fought through the centuries have always been, in essence, battles for the mind and will of men and women. Jesus was aware of the dynamic power beliefs and ideas to transform and inspire: "You will know the truth, and truth will set you free" (John 8:32 NIV). And in two strong passages, the apostle Paul warned Christians: "See to it that no one takes you captive through hollow and deceptive philosophy, which depends on human tradition and the basic principles of this world rather than on Christ. For our struggle is not against flesh and blood, but against the rulers, against the Education Directors’ Manual 28 WORLDVIEW Control Beliefs Basic Narrative PHILOSOPHY Epistemology Ontology and Metaphysics Ethics Aesthetics Axiology Fighting on two fronts authorities, against the powers of this dark world and against the spiritual forces of evil in the heavenly realms" (Col 2:8; Eph 6:12 NIV). Thus it is our duty, as thoughtful Christians and educators, to be critically aware of the underlying assumptions that inform contemporary thought and educational philosophies. These will shape the mind of the students that attend our institutions of learning, influence their choices, and determine a considerable degree, their eternal destiny. Three major worldviews compete for allegiance in our culture: 1. Theism posits the existence of a personal God who is Creator, Sustainer, and Sovereign of the universe, and who is the source of justice and love. Theism has been nurtured by Judaism, Christianity and Islam.. Christianity, in turn, has played an important role in shaping the philosophy, art, science, and social institutions of the modern world. 2. Pantheism identifies the Deity with the forces and workings of nature. From this perspective, everything that exists partakes of the divine essence. Pantheism blurs the distinction between Creator and creation, between good and evil, and between the various world religions. It emphasizes the divine in all of us and the sacredness of all things. Pantheism in the West has been nurtured by Neo-Platonic influences and lately by Eastern religions. 3. Naturalism explains everything that exists in terms of physical elements, forces, and processes. This worldview was already known at the time of the Greek philosophers. It re-emerged during Enlightenment and gained momentum in the context of the Scientific Revolution. Naturalism received new impetus during the last 150 years with the emergence of our scientific and technological culture. Several ideological currents derive from it: Materialism, Empiricism, Positivism, Atheism, and Marxism. A secular view of life has pervaded modern Western culture through science, education, the arts, and the media. These three contrasting worldviews can be summarized as follows: GOD UNIVERSE UNIVERSE GOD = UNIVERSE NATURALISM THEISM PANTHEISM GOD And His authority The biblical worldview, elaborated by Ellen White as the Great Controversy overarching narrative, may be diagramed in the following manner: The biblical worldview, elaborated by Ellen White as the Great Controversy account provides seven key events that impact human existence: Creation in heaven: In the remote past God creates a perfect habitat and populates it with intelligent beings. Rebellion in heaven: The most exalted heavenly creature rebels against God and is banished to Earth together with his followers. Supernatural Realm Evil Personalities and Powers Heavenly Personalities and Powers Natural Realm = Our Universe We are here Creation: In the recent past God creates plant and animal life on this planet, including the first pair of human beings. Fall: Tempted by the Rebel to disobey God's principles, the first couple loses their innocence and, as a result, the entire web of life on earth suffers the consequences. A universal Flood destroys most living organisms and demolishes the earth's surface. Redemption: Jesus Christ, God the Creator, comes to the rescue of fallen humanity, becoming a human being, and through His death and resurrection offers salvation to those who accept Him as Lord. Second Coming: Christ returns to earth in glory, grants immortality to those who received Him as Savior, and takes them to a heavenly realm. Consummation: At the end of the millennium God returns to this planet with the redeemed, eliminates evil from the universe, and restores the entire creation to its pristine state. Education Directors’ Manual 29 Jesus foresaw a time, prior to His Second Coming, in which human beings would be confronted by two opposing challenges in the spiritual arena. One the one hand, there would be a dramatic loss of belief in a transcendent God ("When the Son of Man comes, will he find faith on the earth?" Luke 18:8); on the other, widespread spiritual deceit ("False Christs and false prophets will appear and perform great signs and miracles to deceive even the elect–if that were possible. Watch out that no one deceives you" Matthew 24:24, 4). Both prophecies have become a reality in our time, as Bible-believing Christians fight simultaneous battles secularism and neopantheism–two ideologies that derive, respectively, from naturalism and pantheism. Secularism is a philosophical perspective that consciously rejects all forms of transcendent religion and accepts as valid only the facts of the present life. In biblical terms, secularism embodies the decision of living "without God in the world" (Eph 2:12). Langdon Gilkey lists four basic premises of secularism: [7] 1. Everything that exists is the result of contingency; that is, everything was caused by some natural phenomenon that preceded it in the natural universe, which has always existed. 2. Since human beings, in this view, came into existence as the result of chance, it follows that they are endowed with autonomy. Only they can determine the meaning of their life and chart their destiny. 3. If human beings do create their social environment without reference to a superior Being, the natural consequence is relatively in values. There are no moral absolutes. Time and place determine what is acceptable for an individual or for social group. 4. Secularized people are very conscious of their own temporality. Since there seems to be no empirical evidence of life beyond the grave, death is the end of everything. Once conscious life ends, human thoughts and accomplishments disappear forever. Even the physical universe appears to be moving toward its own extinction. In contrast with the fairly defined premises of secularism, neopantheism (or neospiritualism) refuses to be easily profiled. It represents a synthesis of religious trends derived from Buddhism, Hinduism, Theosophy, Shamanism, gnosticism, and various forms of the occult. Much of it, however, appears seductively wrapped in the jargon of modern psychology and science. For that reason the term neopantheism seems appropriate. In some circles this homogenized religion is known as New Age, supposedly in opposition to the Old Age of creedal Christianity and scientific rationalism. This return to the mysterious and the transcendent may be understood as a collective reaction to the loss of the sacred resulting from the combined impact of secularization and of secularism in modern culture. We find it difficult to carry out normal lives without reference to the spiritual and transcendent dimension of our existence. Certainly God has "set eternity in the hearts of men" (Ecclesiastes 3:11). And as old faiths collapse, we human beings continue to seek meaning, value and purpose beyond ourselves. Our age is also experiencing a loss of faith in the ability of reason and science to solve our problems. The devastation caused by two world wars and many bloody regional conflicts, the failure of political ideologies in bringing a millennium of peace on earth, the possibility of a global holocaust triggered by nuclear weapons, the precarious ecological balance of our planet threatened by human economic greed–all these factors fuel a disenchantment with impersonal or even dangerous technology that send many in search for the transcendent. In fact, some scientists are beginning to acknowledge that the strict scientific approach may not be the only or even the best method for knowing reality. This recent tendency toward a mystical resacralizational of the universe and life in the West may be traced to the counterculture of the 1960s, with its use of drugs as a way of reaching higher levels of consciousness. Parapsychology and transcendental meditation began acquiring an air of scientific respectability through university experiments. From within Roman Catholicism, Pierre Teilhard de Chardin (1881-1955) has argued that matter and spirit are but two distinct aspects of one single cosmic stuff. He also proposed that man is evolving, mentally and socially, toward a final spiritual unity with the cosmos. Soon Hollywood started exploiting these trends through films such as Close Encounters of the Third Kind, the Exorcist, E.T., and the Star Wars saga, which supposedly depict the world beyond and recommend friendly contacts with "the Force." By the late 1970s and early 80s "The Age of Aquarius" had fully arrived accompanied by pseudo-scientific and semi-religious practices that started to alter Western consciousness and its understanding of reality: biofeedback, selfhypnosis, yoga, est, Jungian dream analysis, primal therapy, shamanistic rituals, etc. With her books Out on a Limb and Dancing in the Light, actress Shirley MacLaine emerged as the celebrity evangelist of reincarnation and the New Age. Her central message is clear: All of us are gods; we have lived before and will live again; there is no death; each of us creates our own reality. Education Directors’ Manual 30 Douglas Groothuis, in his book Unmasking the New Age [8 ] outlines six premises of neopantheism: 1. All is One (Monism): Everything in the universe is interrelated, interdependent and interpenetrating. There is no basic difference between God, human beings, animals, and inanimate objects. 2. All is God (Pantheism): Everything that exists somehow partakes of the divine essence. The Superior Being is a force, an energy, or a personality. 3. Humanity is God: Each one of us is a god in disguise, and our own ignorance prevents us from fully realizing our real essence. 4. A New Conclusion: We have forgotten our true identity and need to be enlightened. Western-rationalism must be replaced by a new way of thinking and feeling. 5. All Religions are One (Syncretism). There may be various paths to the truth, the external features of religion may vary, but ultimately all aim at helping human beings become one with the One. 6. Cosmic Evolutionary Optimism: We are at the threshold of a global transformation, when humanity will begin directing its own evolution. Doomsday scenarios must be replaced by an expanding "spiritual futurism" that will lead us forward into a glorious future. This new spirituality manifests itself in various ways: the popularity of holistic health, the human potential movement, the convergence of physics and mysticims, a renewed political globalism, and a new religiosity. Some of these concepts are also penetrating Christianity and subtly affecting the language of preaching, the churches' rituals, and the content of their consciousness-raising seminars. Competing Perspectives It will be helpful to outline now the main premises of these three competing perspectives. In the case of secularism, we will profile the most attractive strand of this ideology–secular humanism. Representing Christianity, we will list the views most closely associated with out biblical position. The schemes will allows us to see clearly the contrast between those who claim that there is no God and of those who affirm we are gods. Secular Humanism 1. Prime reality 2. Nature of God 3. Origin of the universe and life: The universe is eternal and operates as a uniformity of cause and effect in a closed system. Or, according to the Big Bang Theory, the universe appeared suddenly and inexplicably. 4. Means of knowing truth: Human reason and intuition working through and confirmed by the scientific method. 5. Nature of human beings: Complex "machines;" highly evolved animals. 6. Purpose of human life: Uncertain and arguable: self-fulfilment, pleasure, service, and betterment of the next generation. 7. Basis of morality: Majority opinion, contemporary mores, tradition, particular circumstances, or a combination thereof. 8. Human predicament: Ignorance of reality and true human potential; bad laws; incompetent government; lack of human understanding and cooperation; polluted environment. Education Directors’ Manual Biblical Christianity An infinite, transcendent God, who acts in the universe and is knowable by human beings. A personal (triune), creatively active, omniscient, and sovereign Being, who is the source of morality. Created by God by the power of His word, to operate with a uniformity of cause and effect in an open system. Neopantheism (Neo-spiritualism) The spiritual universe, which is God/Mind/One/All. God's self-disclosure in Jesus Christ and through the bible, human conscience and reason illuminated by God the Holy Spirit, and confirmed by experience. Physical-spiritual beings with personality, created in God's image, capable of free moral decisions, now in fallen condition. Establishing a loving relationship with God, realizing our potential, serving our fellow humans, enjoying this life, and preparing for eternal life. Trained introspection plus channeled revelations of God/Mind/One/All, Unchanging character of God (just and merciful), revealed in Christ and in the Bible. Inner impulses and inclinations; there is no "right" or "wrong" behavior. Sin: conscious rebellion against God and his principles; attempt to enthrone humans as autonomous and self-sufficient creatures; as a result, the image of God became defaced and the entire world suffered. Ignorance of reality and of true human potential; lack of comprehension of supernatural communications; inattention to environmental balance. 31 An impersonal and amoral God/Mind/One/All. Manifestations of the eternal God/Mind/One/All. Spiritual beings, a part of God/Mind/One/All, temporarily residing in material bodies. Transition toward progression (or regression) until union with God/Mind/One/All is achieved. Secular Humanism 9. Solution to the human predicament: Better education, more support to science, technological progress, just laws, competent government, improved human understanding and cooperation, and care of the biosphere. 10. Death: Final end o existence in its entire dimension. 11. Human history: Unpredictable and without overarching purpose, guided both by human decisions and by force beyond human control. 12. Ultimate human destiny: Nothingness. Biblical Christianity Spiritual rebirth: faith in divine redemption through Jesus Christ, that leads to a new life of loving obedience to God, adequate selfunderstanding, proper human relationships and care of our earthly home. Neopantheism (Neo-spiritualism) Change in consciousness, which leads to better self-understanding, human relations, and care of the biosphere--self-redemption. An unconscious parenthesis (other Christians: entrance into another conscious state). An illusion; entrance into the next stage in cosmic life. A meaningful sequence of events, guided by free human decisions, but also supervised by God; moving toward the fulfilment of God's overall plan. An illusion and/or a cyclical process. Transformed beings in a New Earth, or eternal annihilation (other Christians: eternal punishment for the wicked). Permanent union with God/Mind/One/All; loss of individuality in eternal bliss. Why are these distinctions important? Not only because they will serve as basis for interpreting the experiences of life, making moral choices, and charting our destiny. But also because naturalism will lead us to atheism while neopantheism will take us toward the occult. Postmodernism: The Subtle Connections During the last 20 years postmodernism has emerged as the latest expression of the naturalistic or secular worldview. Initially, postmodernism was a reaction against modernism–the--movement that stressed human reason as the best way to understand reality. This emphasis on rationality and the empirical method, in turn, led to the extraordinary development of modern science and technology in the last two centuries. Postmodernists, in their critique, point out that "the Enlightenment Project" has not led to utopia, but to human alienation, environmental degradation, and destructive wars conducted with increasingly sophisticated weapons. Based on the ideas advanced by Neitzsche and Heidegger, French thinkers Michel Foucault and Jacques Derrida have been the most significant expositors of postmodernism. They and their followers have developed the basic premises of postmodern thought: First, human beings have no access to reality and, therefore, no means of perceiving truth. Second, reality is inaccessible because we are caught up in a prison-house of language that shapes our thought before we think and because we cannot express what we think. Third, through language we create reality, and thus the nature of reality is .ii[9] determined by whoever has the power to shape language Although it is difficult to assess the lasting effect of postmodernism on our culture, given the resistance of scientific6 thought, it is clear that postmodern ideas facilitate subtle connections with neopantheistic views by relativizing truth and blurring the distinction between reality and imagination. Implications for Adventist Education The picture can now be completed. Each worldview shapes a particular philosophy, which in turn determines an approach to education–its mission and objectives, the administrative style and the use of financial resources, teacher selection, the curricula, the campus location and lay-out, the internal policies, the application of discipline, as well as the topics selected for investigation and research. For the past decade, the Education Department of the General Conference has been fostering, through seminars and publications of the Institute for Christian Teaching the integration of faith and learning at the secondary and tertiary levels. We define this integration as a deliberate and systematic process of approaching the entire educational enterprises–both curricular and co-curricular–from a biblical-Christian perspective. In a Seventh-day Adventist setting, its aim is to ensure that students, by the time they leave school, will have freely internalized a view of knowledge, life, values, and destiny that is Bible-based, Christ-centered, service-oriented, and kingdom-directed. Due to the secularization of modern culture and the naturalistic assumptions of most graduate programs, some Adventist teachers have unconsciously adopted a dualistic perspective on education. We tend to keep in separate mental compartments our faith commitment, on the one hand, and, on the other, our approach to the academic discipline(s) we teach. The process of integrating faith and learning in an Adventist school involves all aspects of the educational enterprise. However, the transmission of an integrated view will depend on the extent to which the teachers themselves have brought together faith and learning in their own experience, on the basis of Bible teachings and a daily communion with God. They will then be able to meditate this integrated view to their students. Education Directors’ Manual 32 In his book, The Fabric of Faithfulness, Steven Garber persuasively argues that the strongest factors that will keep Christian college or university students anchored in their faith and active in their church as professionals, after they leave the campus, are: (1) embracing the biblical world view, which provides a reliable basis for their moral choices; (2) establishing a lasting relationship with a Christian mentor; and (3) participating in the life of a supporting iii[10] community of believers. Conclusion Seventh-day Adventist believes that the Bible provides a comprehensive, coherent, and reliable revelation of God on which we can anchor our trust and convictions, our values and behavior. In addition, the Bible leads us to know Jesus Christ–our Creator, Redeemer, Friend, and Coming King. At the core of our individual thought processes there is a worldview–a set of assumptions regarding life and the universe on which we base our decisions, establish priorities, and chart our destiny. The home, the church, and the school–with their multiple personal interactions–provide the most powerful influences in developing and nurturing a Christian worldview in children and youth. When God and the Bible are at the very center of home life and school teachings, and these are effectively reinforced in the congregation's activities and relationships, the members of the next generation are provided, through the influence of the Holy Spirit, with a reliable perspective from which they can pursue their vocation, make choices, critique culture, and prepare for the School of Eternity. There, the acquirement of knowledge will not weary the mind or exhaust the energies. There the grandest enterprises may be carried forward, the loftiest aspirations reached, the highest ambitions realized; and still there will arise new heights to surmount, new wonders to admire, new truths to comprehend, fresh objects to call forth the powers of mind and soul iv[11] and body. All the treasures of the universe will be open to the study of God's redeemed. BIBLIOGRAPHY Additional items not listed in the Notes Blamires, Harry. The Christian Mind: How Should a Christian Think? 1st edition, 1963; now available from Ann Arbor, Michigan: Servant Books, 1978. Bockmuehl, Kaus. "Secularization and Secularism: Some Christian Considerations," Evangelical Review of Theology, 4 (Jan. 1986), 50-73. Campolo, Anthony. A Reasonable Faith: A Christian Response to Secularism. Waco, Texas: Word Books, 1983. Cook Stuart. Universe Lost: Reclaiming a Christian World View. Joplin, Missouri: College Press Publishing Company, 1992. Edrington, Roger B. Everyday Men: Living in a Climate of Unbelief. Frankfurt am Main: Verlag Peter Lang, 1987. Geisler, Norman. Is Man the Measure? An Evaluation of Contemporary Humanism. Grand Rapids, MI: Baker Book House, 1983. Geisler, Norman L. and William Watkins. Perspectives: Understanding and Evaluating Today's World Views. San Benardino, California: Here's Life Publishers, 1984. Homes, Arthur F. Contours of a World View. Grand Rapids, Michigan: William B. Eerdmans Publishing Company, 1983. Lausanne Committee for World Evangelization, Christian Witness to Secularized People, Thailand Report No. 8 (P.O.Box 2308, Charlotte, North Carolina 28211). Noebel, David A. Understanding the Times. Manitou Springs, Colorado, 1991. Rasi, Humberto and Fritz Guy, eds. Meeting the Secular Mind: Some Adventist Perspectives, revised edition. Berrien Springs, Michigan: Andrews University Press, 1985. Sire, James W. The Universe Next Door: A Basic World View Catalog, 2nd edition. Downers Grove, Illinois: InterVarsity Press, 1986. NOTES v[1] . Based on an illustration used by Lloyd E. Kwast, "Understanding Culture," in Ralph D. Winter and Steven C. Hawthorne, Perspectives on the World Christian Movement: A Reader (Pasadena: California: William Carey Library, 1981), 361-364. vi[2] Romantic Manifesto (New York: New American Library, 1975), p. 19. Ayn Rand was a Russian-born American writer, whose novels and essays present a philosophy of life, which stands in contrast with the Judeo-Christian ethic. However, her statement of the human need for a worldview is valid. vii[3] Society and the Sacred: Toward a Theology of Culture in Decline (New York: Crossroads, 1981), p. 43. viii[4] "On Worldviews," Christian Scholars Review, XIV,2(1985), p. 155. ix[5] Full title of this useful book, The Transforming Vision: Shaping a Christian Worldview (Downers Grove, Illinois: InterVarsity Press, 1984). x[6] Reason Within the Bounds of Religion, 2nd, edition (Grand Rapids: William B. Eerdmans Publishing Company, 1984). xi[7] See Langdon Gilkey, Naming the Whirlwind (Indianapolis: Bobbs-Merrill, 1969). xii[8] (Downers Grove, Illinois: Inter Varsity Press, 1986). [9] Gary Land, "The Challenge of Postmodernism," College and University Dialogue 8 (1996):1, p 6. See also Dennis McCallum, ed. The Death of Truth (Minneapolis: Bethany House Publishers, 1996). [10] Steven Garver, The Fabric of Faithfulness: Weaving Together Belief and Behavior During the University Years (Downers Grove, Illinois: InterVarsity Press, 1996). [11] Ellen G. White, The Great Controversy (Mountain View, California: Pacific Press, 1911), p. 677. Education Directors’ Manual 33 Education Directors’ Manual 34 APPENDIX 4 Philosophy and Objectives The Seventh-day Adventist view of education is founded on a Biblical world view which proposes a transcendent, self-existent God who is loving and just by nature and infinite in power. He created the universe and sustains it by His laws. As the climax of Creation, God created humans perfect, male and female, in close relationship with Him, with the capacity for reflection, emotion, creativity, sociability and freedom to choose and act. The choice to reject God’s will severed the relationship between God and humanity causing their essential nature to fall out of harmony with God’s will. The result was a blighted creation, personal maladjustment and an escalating conflict between good and evil in the world. God responded to the human predicament by instituting a plan to save men and women from hopelessness through the life, death and resurrection of His Son Jesus Christ. This plan provided for the restoration of the once harmonious relationship between humans and their Creator and the hope of eternal life. The Purpose of Education From a Seventh-day Adventist perspective, education is a learning process designed to restore aspects of God’s image in people. Thus it is a means of regaining the harmony that was lost through the human fall. The Nature of Education All truth finds its source and unity in God. Education enables understanding of that truth which is revealed principally through the Bible, the life and death of Jesus and the work of the Holy Spirit. It is also revealed generally through nature and providence. These truths are perceived when people exercise their God-given powers of perception through the education process. Education is seen as a life-long developmental process. Good development is balanced and harmonious, affecting the whole person. This includes religious faith, moral character, the intellect, emotional maturity and the social, practical and physical abilities. In gratitude for God’s gifts to them, students should strive for excellence in all facets of learning, progressively reflecting more consistently the image of God. In view of the key purpose of Seventh-day Adventist education, the whole school curriculum has spiritual significance as a place where faith is nurtured. It grows first in a developing world view consisting of ideas and beliefs that help students to see the meaning of life. Second, faith is also comprised of value priorities and commitments demonstrated in responsibility to the environment, the appreciation of beauty and personal behaviour in response to God’s revelation. Third, faith grows in the faithfulness shown when students act out their faith in service to others, in confession of their faith and in caring relationships. Because much faith is developed by human interaction, the sense of school community expressed in its relationships and climate are pivotal to the success of education. NOTE: The South Pacific Division of Seventh –day Adventists accepts in its entirety the Seventh-day Adventist Philosophy of Education as detailed in the Working Policy of the General Conference of Seventh-day Adventists (FE05) to which the reader is referred for an expanded expression of this abbreviated statement. MISSION STATEMENT To develop Seventh-day Adventist educational communities of faith that promote holistic student development expressed in academic excellence, Christ-centred worship, loving relationships and practical concern for others. OBJECTIVES The objectives of Seventh-day Adventist education are derived from its philosophy and seek to achieve the implementation of its mission in each institution and in the life of each student. Education Directors’ Manual 35 Because as Seventh-day Adventists we believe: 1. in the reality of God as the Creator and sustainer of the Universe, students will be encouraged to recognise God as the source of all truth and evaluate all knowledge, concepts and standards against His revealed will; 2. that this world is out of harmony with God as a result of sin and humanity is in need of a Redeemer, students will be encouraged to accept Christ as their personal Saviour and develop a continuing relationship with Him; 3. that all mankind were made in the image of God; endowed with intellect, emotion and the power of choice, students will be encouraged to seek to develop a healthy balance of all their mental, physical and spiritual powers; 4. that God has a supreme claim on our lives and that our greatest achievements should reflect His ideal, students will be encouraged to strive to develop all of their abilities to their highest level; 5. that the enjoyment of an abundant life is realised in the acceptance of God’s laws and values, students will be encouraged to develop and apply Christian values to their life choices and behaviour; 6. in God as the source of all true goodness and beauty, students will be encouraged to appreciate and protect the natural world which God has so bountifully provided; 7. that human creativity is a gift from God, students will be encouraged in that creativity which glorifies God and brings peace and blessing to others; 8. that Christ has given us a commission to share the Gospel with all mankind, students will be encouraged to make a commitment to a life of unselfish service that will communicate God’s love to others; 9. that true self-respect is found in the recognition of the value God places on each one of His children, students will be encouraged to respect all others without bias or prejudice; 10. that God has instituted a plan of salvation for mankind, students will be encouraged, within the context of a Seventh-day Adventist Christian heritage, to appreciate how they fit into this plan as God’s sons and daughters. 11. that a religion is to be lived in a practical way, students will be encouraged to internalise and apply Seventh-day Adventist beliefs in ethical choices, social behaviour and lifestyle priorities; 12. that religious faith has a strong component of commitment to a cause, students will be encouraged to participate in the ministries of the Church, locally and worldwide, whether by employment or provision of services. Education Directors’ Manual 36 APPENDIX 5 Mentors What roles do mentors play? A mentor has been described as “someone who takes a special interest in helping someone develop into a successful professional” (Handelsman ed, 2005). Mentors have multiple roles – being an adviser is one of these. There are also others roles they may perform at certain times depending on the need of the mentee and the nature of their objectives. Mentors are: Advisers Supporters Coaches Sponsors Role Models a senior academic with career experience and expertise who is willing to share their knowledge give moral support and encouragement provide feedback on specific tasks are a source of information about opportunities, contacts etc. and help mentee to access them demonstrate leadership skills and values. As a sponsor, for example, they may put the mentee in touch with an external contact who could provide the help required Features of a good mentoring relationship An effective mentoring relationship is characterised by: Clear roles and expectations Excellent two‐way communication High level of trust with regard for confidentiality Clear planning framework with a focus on the mentee’s needs and objectives Additional support for both mentors and mentees What are the attributes of a skilled mentor? Effective mentoring can be learned but not taught. (Handelson ed 2005) There is no book that can tell a mentor how to deal with each situation, but having a systematic approach and sharing methods and ideas with other mentors is one way to hone your mentoring skills. Skilled mentors discover their methods and style by mentoring over the length of their career. Many will be skilled in adapting their style to fit the needs and characteristics of the mentee with whom they are working. Most mentors learn by experimenting and analysing success and failure and some say that developing an effective method of mentoring takes years. Traits of an effective mentor The best mentors are often those who have been mentees themselves. Accessibility and reliability Empathy Open‐mindedness Consistency and integrity Patience Honesty is approachable, keeps meeting, provides feedback on time has personal insight into a mentee’s skills, need and personal circumstance while understanding that these will differ from their own experience respect for mentee’s individuality, working style, background, career, goals act on principles, demonstrate good values and ethical practices both personally and in a research context doesn’t teach or instruct, assists the mentee to explore their options and supports them in taking action provides honest feedback, sensitively and in a positive spirit Adapted from Dr Maree Gladwin, Program Coordinator and Director, Staff Research Development Office of the Deputy Vice‐ Chancellor (Research) Deakin University - March, 2009 Education Directors’ Manual 37 Education Directors’ Manual 38 APPENDIX 6 PERFORMANCE MANAGEMENT PROCESS PERFORMANCE MANAGEMENT AND EVALUATION FOR PACIFIC ISLAND SEVENTH-DAY ADVENTIST SCHOOLS Education Directors’ Manual 39 PERFORMANCE MANAGEMENT PROCESS CONTENTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Performance Management Policy Performance Management Process Job Description/Professional Standards/Performance Indicators Specific Responsibilities Performance Agreement - Teacher Performance Evaluations a Mid-term Evaluation b End-term Evaluation End -term Summary a Performance Evaluations Summary b Staff Member (Dispute Process) Performance Agreement - Management Unit Performance Evaluation - Management Unit a Mid-term Evaluation b End-term Evaluation End - term Evaluations Summary - Management Unit Education Directors’ Manual 40 Performance Management Policy Rationale God expects each of us to continually develop our talents and abilities. Performance Management forms an important part of this process by providing an ongoing "cycle" that will assist in teacher development and accountability. Purpose To provide an ongoing system which will: 1. Outline necessary professional standards 2. Identify performance indicators 3. Evaluate performance against these standards and indicators 4. Identify individual needs 5. Support staff in personal development 6. Recognise personal achievement 7. Enable teachers who meet the Professional Standards to progress through the steps of the salary scale 8. Improve learning outcomes for students by improving the quality of teaching and leadership Guidelines 1. The principal is responsible for making sure that evaluations are carried out for all teachers by their direct supervisor, which may be the Principal or Head of Department. 2. The evaluation of the principal is the responsibility of the Board. 3. Funding to implement the Performance Management Policy will be budgeted for each year. 4. At the beginning of each term, the principal and staff will review: a) the performance management process b) the performance indicators 5. The direct supervisor and the teacher/staff member will decide and put in writing the developmental objectives, indicators and support required. 6. The evaluation process will include the following steps: a) observation of teaching b) self-evaluation c) a discussion on the achievement of performance with the supervisor d) the setting of developmental objectives e) an evaluation report prepared by the direct supervisor in consultation with the teacher/staff member 7. All documents will be confidential to the teacher/staff member and their direct supervisor and/or the Principal. 8. Formal observation of classroom teaching will take place at least twice per year. 9. Any new teachers to the school will be evaluated within the first 10 weeks. 10. The Performance Management Process will operate on an annual basis, with a mid-term evaluation. 11. The Board will be reported to at least twice per year regarding the performance management cycle. Details of the individual performance evaluations will not be shared with anyone else except the teacher being observed and the Principal. 12. In the event of a dispute, the supervisor and the teacher/staff member will meet with the Principal. If a compromise cannot be reached, the Mission Education Director will take up the mediation process. If that fails, the Mission President will be invited by the Board, to establish guidelines for the outcome of the mediation. Chairperson ______________________________ Education Directors’ Manual Date ____________________________________ 41 Performance Management Process January 1. 2. 3. 4. Discuss the Performance Management Process with staff Review the professional standards with staff Review and revise (as necessary) the performance indicators Make times with each of the staff for an in-class observation (weeks 3-4) February/March 1. Conduct an in-class observation of all teaching staff during weeks 3-4 of term 1. 2. Following the in-class observation there will be a self-evaluation and interview with the supervisor. 3. During the interview, developmental objectives will be decided upon and professional development and support discussed. 4. A written summary will be produced by the supervisor which will be agreed to and signed by both the supervisor and teacher/staff member. This summary will outline the developmental objectives, indicators, support to be provided, and time frame. 5. At the March Board meeting the Principal reports on the outcome of the Performance Management Process. July/August 1. Complete the mid-term in-class observation and interview within the first three weeks of term 3. 2. Do a mid-term summary including a self-evaluation taking into account: The progress on developmental objectives extra support needed any modification needed to key tasks or indicators. November/December 1. In-class observation and interview. 2. Self-Evaluation and formalisation of end of term summary and appeal. 3. Documentation must include evaluation against the: professional standards, performance indicators, specific responsibilities, and the developmental objectives. In time for next year's budget setting, look at any matters arising from the performance agreement, and any whole school development decided upon. Budget requirements for the following year's Performance Management Process will be presented to the budget planning committee by the principal. The Principal will report to the Board the outcome of the Performance Management cycle at their November/December meeting. Education Directors’ Manual 42 PROFESSIONAL STANDARDS AND PERFORMANCE INDICATORS Teacher A Maintenance of Special Character Expected Outcome That the Seventh-day Adventist special character of the school will be maintained and strengthened. Self-Evaluation Supervisor’s Notes __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Key Indicators 1. Demonstrate commitment to Seventh-day Adventist beliefs, mission and lifestyle 2. Be involved n the local church on a regular basis 3. Seeks to present all learning within the context of the Seventh-day Adventist world view 4. Understand dual teacherminister role 5. Classroom activities consistent with the school’s special character 6. Actively seeks to lead children to Christ 7. Models a Seventh-day Adventist lifestyle and Christian behaviour 8. Spends time each day in personal Bible study and devotions. Education Directors’ Manual 43 B Curriculum and Planning Expected Outcome To be familiar with the curriculum and have plans in place for its delivery to the students Self-Evaluation Supervisor’s Notes _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Key Indicators 1. Demonstrate a working knowledge of relevant curriculum and of current learning and assessment theory 2. Demonstrate a commitment to own ongoing learning 3. The school scheme is present and complete Term Plans 1. Term plans for all subjects are completed before the commencement of the term 2. Planning follows the scheme details 3. Special character references are included 4. Term and week numbers are listed 5. There is a balance of subject presentations Unit Plans 1. Standard school format used 2. Special character statements present 3. Evidence of planned teaching to cover special character statements 4. Daily/Weekly Plan Book 5. Details for daily teaching written up 6. Details tie in with Scheme, Term plan and Unit plan Education Directors’ Manual 44 C Teaching Techniques Expected Outcome To provide quality learning opportunities for every student relative to needs, abilities and stage of development. Self-Evaluation Supervisor’s Notes _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Outcomes 1. Outcomes for lesson are clear 2. Children are aware of what the outcomes are 3. Outcomes are appropriate for the children’s level 4. Outcomes are realistic and relevant Motivation/Maintaining Attention 1. Children are motivated by the teacher to learn 2. Eye contact is used 3. Children’s names are used 4. Children are involved in the lesson 5. Children’s past experiences are used 6. Distractions are eliminated 7. Divided attention situations are prevented Instruction 1. Multiple examples are used 2. The obvious is stressed 3. Key ideas are concentrated on 4. Consolidation is carried out 5. A range of senses/materials are used 6. Practice is provided 7. The Christian perspective is obvious Education Directors’ Manual 45 D Classroom Management and Climate Expected Outcome To run a classroom where student’s behaviour contributes to learning and where love, respect and understanding are shown to all. Self-Evaluation Supervisor’s Notes __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Key Indicators 1. Class rules are few and based on principles 2. Students are aware of the rules 3. Positive reinforcement is used effectively 4. There is an emphasis on discipline – working to change the student’s heart 5. Consequences are fair and consistently applied 6. Children work well together 7. Confession, forgiveness and restitution are encouraged 8. Teacher models Christian virtues 9. There is a warm friendly atmosphere Education Directors’ Manual 46 E Classroom Environment Expected Outcome That the classroom will contribute to the learning process and development of the school’s special character. Self-Evaluation Supervisor’s Notes __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Key Indicators Displays 1. Displays are theme centered 2. Theme message is obvious 3. Displays contain Christian message 4. Children’s work is displayed 5. High amount of language written work displayed 6. Displays use a variety of media and art forms 7. Displays are eye catching and colourful Physical Condition 1. Children’s desks are tidy 2. Children work at right size desks 3. Room is well ventilated 4. Floor is free of unnecessary rubbish 5. Classroom furniture is adequate for needs and suitable for use. Education Directors’ Manual 47 F Contribution to the life of the School and the Team Expected Outcome That each staff member will contribute to the smooth running of the school. Self-Evaluation Supervisor’s Notes __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Key Indicators 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Fulfil responsibilities, ie be on time for duty Arrive/leave school allowing time for planning, preparation. Maintain positive relationships with parents and the community Is willing to contribute to extra curricula activities Maintains ongoing contact with outside agencies Attendance at and involvement in professional development Willingness to read educational articles and to incorporate ideas into teaching practices Takes an active part in performance evaluation and develops a reflective mode of improving professional competence. The obvious is stressed Key ideas are concentrated on Consolidation is carried out A range of senses/materials are used Practice is provided The Christian perspective is obvious Education Directors’ Manual 48 G Evaluations, Assessments and Records Expected Outcome To ensure regular evaluations and assessments are carried out and recorded appropriately Self-Evaluation Supervisor’s Notes _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Key Indicators 1. A variety of assessments are used, eg observations, tests, projects etc. 2. Regular assessments/ evaluations of all students take place. 3. All details are recorded and filed for future reference Attendance Register 1. Attendance register is filled in on a daily basis. 2. All columns are filled in with the correct information. 3. End of term/year tallies are completed. Education Directors’ Manual 49 Education Directors’ Manual 50 Performance Agreement Explanations Key Task Choose 3 tasks that you wish to develop during the year. Indicators List what changes you expect to see as a result of the tasks you wish to develop, also what will show that you have achieved your task. Support List what support you think you may need to achieve your tasks. Reporting Time Give a realistic timeframe for the completion of the task. This should be within the present school year. Supervisor This refers to the person conducting the evaluation. Teacher/staff member This is the person who is being evaluated. Additional School Responsibilities In the column marked Specific Responsibilities and key indicators list the specific responsibilities which is expected of you during the year, and how you plan to improve the carrying out of each responsibility. Education Directors’ Manual 51 Performance Agreement Name: _______________________________ Key Task Position ____________________________________________ Indicators Support Reporting Time 1. 2. 3. Principal’s signature Chairperson’s signature Additional School Responsibilities Expected Outcome 1 ___________________________ Self-Evaluation Supervisor’s Notes _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ On the line above, write down your specific responsibility And below, the key indicators as in the tables on pages 39-45 Key Indicators 1. ____________________________ ______________________________ ______________________________ ______________________________ 2. ____________________________ ______________________________ ______________________________ 3. ____________________________ ______________________________ Education Directors’ Manual 52 Mid – Term Evaluation (July / August) For each of your key tasks, mark the box that most accurately describes how far along your development is in that area. Task 1 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Teacher/staff member), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 2 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Teacher/staff member), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 3 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Teacher/staff member), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 4 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Teacher/staff member), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 53 End term Evaluation (November/December) For each of your key tasks, mark the box that most accurately describes how far along your development is in that area. Task 1 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Teacher/staff member), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 2 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Teacher/staff member), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 3 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Teacher/staff member), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 4 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Teacher/staff member), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 54 PROFESSIONAL STANDARDS AND PERFORMANCE INDICATORS Principal A Maintenance of Special Character Expected Outcome That the Seventh-day Adventist special character of the school will be maintained and strengthened. Self-Evaluation Supervisor’s Notes __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Key Indicators 1. Demonstrate commitment to Seventh-day Adventist beliefs, mission and lifestyle 2. Be involved n the local church on a regular basis 3. Ensures that teachers present all learning within the context of the Seventhday Adventist world view 4. Understand dual teacherminister role 5. Ensures that school and classroom activities are consistent with the school’s special character 6. Actively seeks to lead children to Christ 7. Models a Seventh-day Adventist lifestyle and Christian behaviour 8. Spends time each day in personal Bible study and devotions. Education Directors’ Manual 55 B Pupil Leadership Expected Outcome To provide a safe, positive working environment conducive to learning Self-Evaluation Supervisor’s Notes _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Key Indicators 1. Provides a safe and secure environment where Student learning is the focus of every activity 2. Provide the necessary skills and attitudes which will encourage students to become lifelong learners 3. Provide effective pastoral care for all students, involving mission personnel as required 4. Provide the climate that will encourage students to take responsibility for their own learning and behaviour 5. Ensure that assessments and evaluations are done on a regular basis and that records are kept. 6. Ensure in consultation with staff that set procedures for each area of the school in monitoring children's progress and achievement is established by the end of Term 1, yearly 7. Ensure that individual families are informed of the educational progress and achievement of their children through reporting at least twice a year 8. Ensure that parents have opportunities for at least 2 formal and regular informal interviews throughout the year 9. Establish guidelines for acceptable behaviour of students within the school, with an effective Behaviour Management Programme Education Directors’ Manual 56 C Professional Leadership Expected Outcome Provide leadership to staff through effective professional development and self-evaluation systems Self-Evaluation Supervisor’s Notes Key Indicators 1. Demonstrate a thorough understanding of current approaches to effective teaching and learning across the curriculum 2. Is innovative and enthusiastic in providing professional direction 3. Responds effectively to selfevaluation, external evaluation and student assessment and evaluation results 4. Understands and applies where appropriate, current practices for effective management 5. Provides appropriate advice and guidance 6. Has a commitment to personal on-going professional development 7. Operates an appropriate "open door" policy with regards to pupils, parents, staff and the wider community 8. Provides effective systems for 2 way reporting to parents and caregivers on student development 9. Provide a role model for a shared approach to leadership in all aspects of school management. Working in cooperation with the staff 10. Is approachable, supportive and regularly in classrooms 11. Gives in class support, senior staff supervision, ensure time is made available to allow discussion on observations made __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Education Directors’ Manual 57 D Staff Leadership Expected Outcome Provide effective leadership by empowering staff Self-Evaluation Supervisor’s Notes __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Key Indicators 1. Provide an effective school organization that includes staff strengths and allows for good teaching and learning. 2. Establishes procedures and practices to maintain and improve staff effectiveness through supervision, performance management and encouragement of selfdevelopment 3. Motivates and supports staff to improve the quality of teaching and learning 4. Determines teacher development requirements in consultation with staff members. Ensure both school wide and individual professional development needs are planned for 5. Performance Agreements are negotiable agreements. Responsibility is shared. Each staff member has an area or areas of responsibility. Each staff member will be given a copy of this. All staff understand the financial process for this area of the school 6. Ensure Performance Agreements are compiled in consultation and are prepared by Week 6, Term 1 7. Responsible for setting responsibilities for staff members so that they are involved and accountable Education Directors’ Manual 58 E Relationship Leadership Expected Outcome Effective communication between BOT, school and community Self-Evaluation Supervisor’s Notes __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Key Indicators 1. Fosters positive relationships between the school and the community 2. Demonstrates an understanding of and is responsible to, the diverse concerns and needs of students, parents, staff, Board, community, government and non-government agencies 3. Communicates effectively 4. Manages conflict effectively and actively works to achieve solutions 5. Represents the school and acts to achieve its objectives 6. The Principal shall provide free and frank advice to the Board without fear or favour. 7. Supply Principal's report to the BOT each meeting 8. Report on progress of staff development programme, curriculum developments and development plan progress 9. Contribute to the smooth running of the Board meetings by ensuring that the agenda, previous minutes and papers are sent out to members prior to Board meetings Education Directors’ Manual 59 F Management Expected Outcome Effectively manages school resources, finances, property and legal requirements Self-Evaluation Supervisor’s Notes _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ ______________________________ Key Indicators STRATEGIC MANAGEMENT 1. Actively works towards the implementation of a shared vision and strategic plan for the future of the school which identifies local priorities 2. Makes progress towards achieving the vision through the effective management of available resources FINANCIAL AND PROPERTY MANAGEMENT 1. Effectively and efficiently uses available financial resources and assets to support improved student learning outcomes 2. Operates an effective budget planning system and works within available resources 3. Works effectively and efficiently with BOT in controlling, monitoring and reporting on the use of finances and assets STATUTORY MANAGEMENT 1. Works closely with the mission to meet staffing requirements. 2. Provide motivation through positive leadership to, so that staff are committed and enthusiastic about their work 3. Assist Board to develop priorities and plans for school development in consultation with community, staff, pupils and reflect this in the budget 4. Supervise cleaning and maintenance of school. Caretaker involved in decision making and appropriate budget areas Education Directors’ Manual 60 Performance Agreement Explanations Key Task Choose 3 tasks that you wish to develop during the year. Indicators List what changes you expect to see as a result of the tasks you wish to develop, also what will show that you have achieved your task. Support List what support you think you may need to achieve your tasks. Reporting Time Give a realistic timeframe for the completion of the task. This should be within the present school year. Supervisor This refers to the person conducting the evaluation on the Principal. Teacher/staff member This is the person who is being evaluated. Education Directors’ Manual 61 Performance Agreement Name: _______________________________ Key Task Position ____________________________________________ Indicators Support 1. 2. 3. Principal’s signature Education Directors’ Manual Chairperson’s signature 62 Reporting Time Mid – Term Evaluation (July / August) For each of your key tasks, mark the box that most accurately describes how far along your development is in that area. Task 1 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Principal), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 2 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Principal), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 3 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Principal), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 4 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Principal), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 63 End term Evaluation (November/December) For each of your key tasks, mark the box that most accurately describes how far along your development is in that area. Task 1 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Principal), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 2 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Principal), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 3 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Principal), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Task 4 Not even started Limited development Halfway there Nearly completed Fully completed Comments (Principal), e.g. need extra help? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Comments (Supervisor) ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 64 APPENDIX 7 Professional Development Questionnaire Name _________________________________________________________________________________ School _________________________________________________________________________________ Which grades do you teach currently? _______________________________________________________ 1. What professional development have you participated in, in the past? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 2. If you had a choice, what areas would you wish to receive professional development in? List some areas in the sections below. ______________________________________________________________________________________ Curriculum _____________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Ethos/philosophy ________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Teaching and learning ____________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Leadership and management _______________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Financial Management ____________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Please return this form to your Principal. Education Directors’ Manual 65 Education Directors’ Manual 66 APPENDIX 8 Checking out Special Character and Educational Quality in Pacific Island Seventh-day Adventist Schools SCHOOL NAME __________________________________________________________________________________________________ SCHOOL ADDRESS ______________________________________________________________________________________________ DATE ________________________________________________________________________________________________________________ Education Directors’ Manual 67 School Name _____________________________________________________ AREA Date of Visit ____________________________ COMMENTS SCHOOL CAMPUS School Sign Needs to have Seventh-day Adventist clearly printed Needs to be clean, clear, bright, attractive Needs to lead people to the school Grounds Clean Tidy Well laid out Signs of where to go (Office, Principal, Classrooms) Buildings Clean Tidy Well maintained. (Broken windows repaired, no rust, painted) Well laid out No dangerous areas Classrooms Clean Tidy Children’s work displayed Clear Christian messages (God is Like This statements) Furniture suitable Resources ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 68 AREA COMMENTS PRINCIPAL Spiritual Leader Daily connection with God Concerned with the salvation of the children. Motivates children to be all that God wants them to be Staff Leader Supports staff Manages and leads professional development Ensures adequate resourcing ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 69 AREA COMMENTS TEACHERS Spiritual leader of children Concerned for their salvation Links the curriculum with spiritual factors in life Shares their own spiritual/personal narrative Models Christianity Relates scripture to relevant life issues Using scripture at appropriate times throughout the day/term Analysing incidents in light of Adventist world view and great controversy Establishing values – eg honesty, respect, understanding of others, compassion Encourages personal relationship with God – experimental relationship Works through big questions – who am I? Where did I come from? Why am I here? Where am I going? Makes use of Child’s Commitment material from Children’s Ministry department to affirm child’s desire to follow Christ School Relationships Spends up to 15 minutes each morning welcoming students and parents Spends up to 30 minutes each afternoon farewelling students and parents Checks school daily for safety and clean tidy appearance Checks daily on teacher duties Is on the school grounds walking around once a day or as rostered ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 70 AREA Learning Programs A set of teacher programs for every subject is held in a central place Each teacher has their own set of teaching programs for their subject/class Each teacher’s program is based on Government requirements and SDA special character statements Each teacher’s program is consistent in format throughout the school Syllabus documents and state requirements are in a central place, in a format agreed on by the whole school A set of class and subject timetables has been drawn up for the year An overview of the curriculum is held in the principal’s office A plan for supervising each teacher by the Principal or Deputy has been drawn up and shared with the staff A school-wide procedure for assessing student work is in place The principal or deputy coordinates the school curriculum COMMENTS ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 71 AREA Staff Evaluation Principal leads staff evaluation Evaluation is transparent A criterion for evaluation is known to all staff Evaluation reports are confidential Evaluation reports will lead to further professional development Evaluation visits occur once a term Evaluation visit focus is agreed to by staff and principal Discussion of the evaluation visit is collegial and constructive COMMENTS ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 72 AREA COMMENTS SCHOOL ORGANISATION Meetings are diarised for the rest of the year for: Staff meetings School administration team Academic committee (large school) Departmental meetings (large school) Rosters are in place for the year for: Uniform check Roll marking and check Student work supervision Weekend duties Dining hall supervision Study period supervision Worship services ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Policies are in place for: Discipline Playground supervision Fee collection School finance and management Emergency procedures Pastoral care – counseling, helping School Board operation Principal, Deputy and Registrar duties are clearly set out for: staffing marketing PR staff issues government liaison parents difficult student discipline timetable rosters discipline cover for staff absences school curriculum student leave work lines records and grades ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ All special days are planned for the year including: Registration day Parent interview day Closing day or night Development days Education Directors’ Manual ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 73 AREA Staff Meetings begin with prayer has an open agenda allow for passages from the Bible, Education, School’s philosophy statements to be discussed on a regular basis allow open discussion encourage staff member to contribute freely are recorded Decisions are recorded with the action, person responsible and time frame noted for future reference and accountability are closed with prayer COMMENTS ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ School Discipline The Discipline Code Is clearly and simply written Is based on Christian principles Leads from cause to effect. has guidelines in place for dealing with incidents and issues is supported by the school culture Is proactive rather than reactive Is aimed at changing the heart as much as changing the actions Have appropriate consequences Is consistently applied Parents are kept informed of a child’s behaviour both positive and negative School and Community There is regular communication with the community There are reports of events to the parents and community There are good relations between the school and mission Teachers are involved voluntarily with the church and community School Board meetings are held regularly Parents are involved in the decision making of the school ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 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______________________________________________________________________________________ Education Directors’ Manual 74 AREA School Finances The school has an effective strategy for collecting fees and follows school policy There is a timetable for checking fee payment There is a strategy for dealing with unpaid fees The school sets up an annual budget in consultation with the local Mission All Government monies is correctly receipted and allocated School Facilities Grounds and buildings are clean, neat and well maintained Ongoing basic maintenance is carried out Urgent maintenance is listed and being dealt with Grounds are neat, attractive and tidy Buildings are clean, painted and neat There are displays of student work and/or posters and charts on classroom walls There are no piles of unsorted junk in classrooms, libraries or offices Signs are attractive and display the school’s name and SDA name clearly COMMENTS ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 75 AREA COMMENTS SCHOOL BOARD Make Up Has an elected Chairman Has an elected secretary Has an elected Treasurer Has a staff representative Has sufficient members to represent the community A committee is selected and operating for each of Special character Curriculum Strategic plans Personnel management Finance and property Health and safety General legislation Meetings Begin with prayer and a short worship Held on a regular basis Meeting time and place notified to all members before the meeting Minutes of the previous meeting have been circulated before the meeting An agenda is circulated before the meeting The items on the agenda are followed closely Each committee is listed to present a report Board members are encouraged to discuss items on the agenda There is an open exchange of ideas No one person or group dominates the meetings Decisions taken support the best long term interests of the students and not individuals or wan-toks Close with prayer ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 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________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 76 AREA COMMENTS TEACHING Objectives Objectives for lesson are clear Children aware of what Objectives appropriate for children’s level Objectives realistic and relevant ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Motivation/Maintaining Attention Children motivated by teacher to learn Eye contact used Children’s names used Children involved in lesson Children’s past experiences used Eliminating distractions Preventing divided attention situations Instruction Multiple examples used The obvious is stressed Concentration on key ideas Consolidation carried out Range of senses/materials used Providing practice Christian perspective is overt Control/Feedback Trouble spots identified Effective control measures used Using child’s name in interaction Positive reinforcement Giving feedback as soon as possible Climate Friendly relaxed work atmosphere Children treated with kindness Teacher models Christian virtues ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Teacher _________________________ Education Directors’ Manual Class ________________________ Date _________________ 77 AREA COMMENTS CLASSROOM Displays Displays are theme centred Theme message is obvious Displays contain Christian emphasis Displays carry a learning message Children’s work is displayed High amount of language written work displayed Displays use a variety of media and art forms Displays are eye catching and colourful Organisation Class resources are organised Room appears tidy ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Physical Conditions Children’s desks are tidy Children work at right size desks Room is well ventilated Room is at suitable temperature Floor is free of unnecessary rubbish ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 78 AREA Environment The classroom is welcoming not just interesting Children feel they belong in the room and are not there just to have a good time Children are accepted by teachers rather than scolded Children are taken seriously, rather than being cute Children are accepted by their peers rather than being left isolated, neglected, or rejected The classroom involves the children not entertain Activities are meaningful not just to fill in time Activities make children think, not just enjoy or amuse Activities are interesting not boring. Children love to come to the classroom rather than being made to come COMMENTS ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 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______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Teacher _________________________ Education Directors’ Manual Class ________________________ Date _________________ 79 AREA CHILDREN’S BOOK WORK Evidence of Teacher marking Consistent setting out Positive reinforcement for tidy work Unacceptable work re-written neatly Children motivated to take pride in their work COMMENTS ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 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______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Teacher _________________________ Education Directors’ Manual Class ________________________ Date _________________ 80 AREA COMMENTS PLANNING School Scheme Present and complete Term Plans All subjects completed Planning matches scheme Special character references are included Term and week numbers listed Balance of subject presentations Unit Plans Standard school format used Special character statements present Evidence of planned teaching to cover special character statements ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Daily/Weekly Plan book Term no. / Week no. / Date Details for daily teaching written up Details tie in with Scheme, Term Plan and Unit Plan ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Teacher _________________________ Education Directors’ Manual Class ________________________ Date _________________ 81 AREA COMMENTS EVALUATION and RECORDS Attendance Register Attendance register is filled in on a daily basis. All columns are filled in with the correct information. End of term/year tallies completed. Previous Term’s Records Children’s assessments have been entered. All school wide assessments are updated for the term. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Overall Comments ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ 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______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Teacher _________________________ Education Directors’ Manual Class ________________________ Date _________________ 82 DOCUMENTATION Documents Sighted Not sighted Enrolment Register ··················· ··············· Board Minutes ·························· ··············· Policies ······································ ··············· School Safety Check Sheet········ ··············· Staff Meeting Minutes ·············· ··············· School Scheme of Work············ ··············· Teacher’s Units of Work ··········· ··············· Marks/Grade Book ··················· ··············· Daily Weekly Work Plan Book ·· ··············· Class Attendance Registers······· ··············· Overall Comments 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______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 83 NEGOTIATED ITEMS to be COMPLETED by NEXT VISIT In consultation with the Principal review all comments made during this visit. Agree on the 3 main areas needing improvement and list these down, with possible strategies for completion by the next visit. ITEM COMPLETION STRATEGIES __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Signed Principal ________________________________ Education Director ___________________________ Date of next visit _________________________ Education Directors’ Manual 84 APPENDIX 9 School Visitation Program INTRODUCTION The South Pacific Division department of education in conjunction and cooperation with the Union and Conference/Mission Departments of Education conducts a program of school visitation involving all schools and colleges operated by the Seventh-day Adventist Church. Formal visitation to elementary and primary schools is assigned to Conference/Mission departments of education with much of the responsibility for the school accreditation program that of the Union departments. A large portion of Division personnel time is allocated to the Mission unions for the specific purpose of conducting teacher seminars, workshops and training programs as well as assisting unions prepare for national leadership in the Adventist school system. DEFINITIONS There are three types of school visitation: Courtesy Visit A visit usually of no longer than one day to allow Directors to meet with school administration and staff on an informal basis. Its purpose is to engender rapport between Directors and school staff. It affords an opportunity to respond to queries and appreciate concerns of staff as well as providing the opportunity to acquaint school personnel with current policy and practice. No written report is prepared. Formal Visit A visit of two or more days, and in addition to the purposes of the courtesy visit, it allows Directors to evaluate the operation of the school and the professional performance of school personnel. The school is requested to prepare documents and supply information on a variety of areas which include: Enrolment and general statistical information Staff lists giving teaching loads and extra curricula duties Information on public (external) and internal examinations The financial position of the school A progress report since prior visit Teachers records, programs and teaching materials Note: For a complete listing of the requirements for a formal visit please refer to Appendix 8. Accreditation Visit A structured visit by an evaluating team covering two or more days and based on an extensive selfstudy report undertaken by the school or college. The team visits the institution to determine the extent to which the institution’s self-determined goals and objectives have been met. Education Directors’ Manual 85 DIVISION, UNION AND CONFERENCE/MISSION VISITATION Elementary and Primary Schools Courtesy Visits Local Conference/Mission Director of Education and by invitation the Union Director. Conference/Mission Director of Education determines the number of visits per year and extends invitation to Union Director as desired. Union Director will accompany the Conference/Mission Director on a courtesy visit to each elementary and primary school at least once during their current elected term of office. Division Directors will visit those Conference/Mission elementary primary schools, on a courtesy basis, where a visit for a special purpose is requested. Formal Visits - Annual The Conference/Mission Director of Education will conduct the Formal visit. The Union Director will serve in a support/consultative role. The Conference/Mission Director of Education prepares and distributes a written report and sends copies to Union and Division Departments. Union Director must be involved in a formal visit at least once annually or alternatively ensure such visitation is carried out by the Conference/Mission Director of Education and a written report filed with the Union Conference/Mission office of education. Accreditation Visits The Union Director will arrange for and will serve as chairperson of the accreditation team and will be responsible for arranging and conducting any interim/progress visits stipulated under the terms of accreditation granted. During an accreditation period a school will not be subject to a formal visitation program. The chairperson is responsible for the formulation and distribution of the written report. Secondary Schools Courtesy Visits Conferences/Missions Conference/Mission Director and by invitation the Union and Division Directors. The Conference/Mission Director of Education determines the number of visits per year and extends an invitation to Union/Division Director as desired. Formal Visits - Annual Conferences/Missions The Union Director will conduct the Formal visit assisted by the Conference/Mission Director. The Division Director serves in a support/ consultative role. The Union Director prepares the written report and sends copies to Division and Conference/Mission departments. Division Directors must be involved in a formal visit to each non-accredited secondary school at least once in two years. Accreditation Visits The Division Director or an Associate Director will normally serve as chairperson of the accreditation team but may delegate this function to a Union Director. The chairperson will be responsible for arranging and conducting any interim/progress visits stipulated under the term of accreditation granted. During the term of accreditation granted a school will not be subject to the formal visitation program. The chairperson is responsible for the formulation and distribution of the written report to the conference/mission, and union administration and education departments. Education Directors’ Manual 86 Union Mission Colleges Courtesy Visits Union Director and by invitation a Division Director or Associate. Formal Visits Division Director assisted by Union Director and Conference/Mission Directors. General Conference Directors serve in a support/consultative role. Division Director prepares the written report and sends copies to the General Conference and Union Directors. Accreditation Visits A General Conference Mission Director will serve as chairperson of the accreditation team but may delegate this function to the Division Director. The General Conference Director may also delegate the responsibility of conducting any interim/progress reports to the Division Director. The chairperson is responsible for the formulation and distribution of the written report. Division Colleges/Universities Courtesy Visits Division Director and by invitation the Union Director of the territory in which the institution is located. Accreditation Visits A General Conference Director will serve as chairperson of the accreditation team. The General Conference Director may delegate the responsibility for interim/progress visits to the Division Director. Education Directors’ Manual 87 FORMAL VISIT CHECK LIST The following items will be discussed with the school administration and where appropriate, members of staff at the time of a formal visit to a school. Copies of relevant documents should be made available to the visiting team. School Philosophy Statement Adequacy of the statement Date of the most recent review of the statement Evidence of the flow through to departments, teachers' programs of work and teaching strategies Communication and interpretation of the school philosophy to parents, students and the school community Administration Statistical information at date of visit The schools' annual calendar of events Teachers qualifications - class load and other responsibilities Action taken on previous recommendations listed in both state and denominational reports Recruitment and public selections program Accident report procedures and file Field trips and excursion policy, emergency procedures, accident prevention memos - consent forms Inventory of school books and equipment including serial numbers where appropriate Delegation of authority - deputy, HOD etc Strategies for the supervision of instruction - probationary, part time and regular staff Strategies for developing student leadership Minutes of recent meetings of the School Board, School Departments, Staff and Discipline committee School admissions policy and procedures Finance The annual school budget Current (latest operating statement) The school capital/equipment budget School purchasing procedures The school library budget Facilities and Services Fire, health, safety and accident prevention measures Repairs and maintenance of school plant The master plan for the campus Food service program, facilities and management Management and servicing of school owned vehicles Curriculum and Instruction The following items will be examined and their overall relationship to the school statement of philosophy and mission discussed. Subject offerings - core and electives Subject philosophy statements and their relationship to the content selected for study Adequacy of teachers' programs of work, class records and grade reports Evaluation and assessment procedures including examination scripts - external and internal Adequacy of class timetables Provisions made for staff in-service Teacher modelling Education Directors’ Manual 88 Government curriculum requirements - provide where possible supporting documents Library/Resource Centre: Staffing and facilities Student services Staff/Student usage Management - No. of books, periodicals A-V hardware/software - Acquisition - Culling policy Christian World View Student/staff outreach and community service activities Organization of baptismal classes - follow up of student baptisms - baptism records Staff and class worship programs Visitation program from mission personnel Pastoral care program Participation in community service activities Student/Parent Organisations and Activities School Publications - annuals, newsletters, promotion materials Recreational activities Prefect system and student council Home and School Association activities Fund raising policies Promotion of education Support Materials Required Updated Opening Report Teacher Workload Information Sheets Public examination results with analysis School Handbook Operating Budget and latest Operating Statement Fee schedule List of teacher qualifications, subjects and loadings Term dates and school calendar Copies of other school publications Education Directors’ Manual 89 FORMAL VISIT INFORMATION SHEET Your school is scheduled for a FORMAL visit this year. Would you kindly prepare for the visiting team the information and material as listed below. Information and Materials An update of information supplied in the School Opening Report. (Do not complete a new form but indicate changes to enrolment, staff, etc.). One Workload Information Sheet for each full-time and part-time teacher. (Duplicates for each member of the team are desirable but are not required). Public Examination Result sheets and a summary of results including overall passes and an analysis of results for each subject. A list of discussion topics and/or recommendations for the consideration of the visiting team. Please forward to the Office of the Formal Visit chairman, at least one month prior to the school visit, the list of items that the staff or administration wish to discuss with the team during the visit. (See Section C for suggested topics) A copy of the school handbook and/or calendar (include current fee schedule if not listed in handbook). The school operating budget and the latest school financial operating statement. A schedule of extra-curricular activities under the headings, Academic, Cultural, Recreational, Religious. The most recent report by government education personnel. A written progress report on the implementation of recommendations made during the last visit to the school by government or church education department personnel. Each teacher should make available the following records and materials. Teacher's programs of work for all classes taught (including the "daily" book) Teacher's assessment records (teacher's marks book) Note: When the school visit is scheduled early in the first term, new teacher appointees or teachers scheduled to teach new subjects may not have programs complete for the whole year, however, the following items should be prepared before classes commence. A list of topics to be covered for the year in each subject, with a suggested time allocation for each topic. An evaluation/examination scheme for each subject. Suggestions and notes for modifying or adapting the curriculum to incorporate Adventist philosophy in the teaching program. Meetings and Appointments Please arrange a suggested timetable to enable members of the team to: Visit the school plant, facilities and also gardens or industries (if applicable). Make a brief informal visit to each classroom, if appropriate. Make the required visits to teachers involved in the induction (1st and/or 2nd year) program. Talk to the staff at a general staff meeting. Suggested Areas for Discussion A list of suggested discussion topics and/or recommendations for the consideration of the visiting team. The Adventist school curriculum (Integration of faith) Philosophy of Education - practical application Plant, facilities and equipment Academic curriculum - resources Academic development and planning Extra-curricular program in schools Staff upgrading and professional development Student recruitment Education Directors’ Manual 90 Religious activities in school and community Parent/church involvement in school activities Community outreach activities School safety and accident prevention measures Library and computer facilities and use Innovative programs (disadvantaged, remedial) In-service training for teachers Thank you for caring for these requests. The visiting team desires to make this visit as practical and helpful to the school as possible and welcomes your suggestions. Education Directors’ Manual 91 Education Directors’ Manual 92 APPENDIX 10 Strategic Development Plan As its name implies, Strategic Development Plan is a plan of development using key strategies. This can be compared to other types of development plans. An evolutionary development plan usually changes by making small adjustments to what already exists. This plan never keeps up with changes nor addresses the future, but rather is content with making small changes based on the present. A revolutionary plan usually does away with what has been in the past and creates something completely new usually based on the thinking of a few powerful leaders and with little consideration to consultation or the group that they are leading. This type of development leads to frustration and anger on the part of those who are being led or coerced and at times bloodshed both literally and figuratively. In contrast to these two approaches is the Strategic Development Plan. One of the strengths of this approach is that consultation is involved with as many of those who will be impacted as possible. It involves a process which can be as complex or as simple as you wish to make it. There are however some basic steps that are helpful to follow. Remember to always consult your school community when developing the school’s strategic plan. Hold regular meetings with the parents, church members and staff to share and listen to their dreams and aspirations for the school. This way their views and ideas can be used in the development of the strategic plan. It will also ensure that they will own the plan as well, making cooperation and their support more willing and likely to happen. SWOT Analysis The first thing to find out is where the system is at present. This is done by finding out what the Strengths and Weaknesses are of the system at the moment. In other words what is happening at the moment that is positive? What is being done well? What have been some of the success stories from the immediate past? Write these ideas down. Now do the same for the weaknesses. What has happened or is happening that is a negative? What is not being done well? What have been some of the failures from the past? Write these ideas down. It is not a time to find solutions but simply to reflect and record. The next step in the process is to think of the future. Take a look at the Opportunities that are present. Make a list of these. Try to identify where these opportunities are being generated from. Is there opportunity for growth? Is there opportunity to make the operation of the system more efficient? Is there opportunity to improve the quality of education in your system? List all of the ideas down. Still looking at the future, try to foresee the Threats. Are there political threats that you will need to deal with? Are there schools that will face a declining roll over the next few years? Are there sufficient teachers to meet the needs of the system? Write down your ideas. These are only some of the questions to ask. Try to think of many others as you go about developing ideas for each of the headings. Creating the Vision This is probably the most important step. It requires the team to dream with a long term view in mind. Try initially to imagine a period of 5 years and ask the question “What do you wish the school to be like in 5 years’ time?” This may need some directing and explaining but think in terms of the physical size of the school, the enrolments, staffing and supporting teacher resources. Try to also think of the bigger picture behind the vision as well. If you want a larger school, then ask why that is the vision? Are there good reasons or are the reasons fairly weak? While the vision ideas may be many and fill a number of pages, the statement itself should be brought down to only a paragraph. It should talk about the physical aspects as well as quality aspects. For example it may read Education Directors’ Manual 93 something like “Our vision is to have a primary school of 800 enrolments. They will be taught by a team of dedicated Adventist teachers who use the latest teaching techniques. The students will be known for their Christian lifestyle and service to the community. ” Objectives Straight away there are a number of smaller objectives that will come out of a vision statement like this. How will the 800 students be accommodated? Where will they come from? How will you get to the 800 mark? How many teachers will be needed? Where will these teachers come from? What does a ‘dedicated teacher’ teach like? How will that be achieved and maintained? What are the latest teaching techniques? How will the teachers gain this level of teaching expertise? How will the students be developed to a Christian lifestyle? How will service be incorporated into the curriculum? These are only a few questions but they help focus the group now on developing some more focused objectives, which when met will help to meet the vision. Strategies Once the objectives have been recorded then it is time for the school team to try and work out ways of achieving them or what is called strategies. For instance let’s say that the school current roll is 600 students. Then to achieve the goal of 800 there needs to be plans for extra classrooms, teachers, and furniture. These strategies clearly outline how an objective will be reached. They will be time referenced, that is, a date set when a strategy will be achieved. For example the objective may be “That the roll will be increased by 40 students each year.” Now a strategy may be that in 2011 students who are siblings of the current students will be enrolled. In 2012 it may be that you begin a new stream at Grade 1. 2013 may be to extend the second stream to Grade 2 and so on. Remember also it is good to have someone’s name responsible for the completion of the strategy as well. While this part of the document can be very long, having strategies broken down to smaller pieces makes it easier to achieve each one. It is a bit like eating a large cake one bite at a time, rather than trying to put half the cake in the mouth at once and so choke, or even die! This often happens to many programs that make a start but then lose steam and effort and then end up failing altogether. Evaluation Evaluation is ongoing and needs to measure progress along the way. There are a number of good reasons for this. First, progress can be measured and corrected if needs be. If a classroom is meant to be built by June but by March no work has begun, then straight away some questions need to be asked to find out what is happening. Or let’s say that instead of growing to 800 students after 5 years there are 800 after the 2nd year. Straight away it will be realised that either the roll needs to be capped or a new plan developed. What is happening though is by purpose and plan. Things aren’t happening without control. If it is then chaos and frustration will be the result. Conclusion A successful strategic plan needs consultation with the school community. This consultation leads to finding out the Strength and Weaknesses of what is currently happening as well as the Opportunity and Threats that will impact the future vision. A vision is then formed based on a 5 year view or even longer. It is a broad statement that will give overall direction but little detail. Objectives are built from the vision and take into account what was covered in the Threats and Opportunities. They cover all areas that arise from the Vision statement. The strategies then come out of the objectives and list the different activities that need to take place to meet the objectives. These should be quite detailed giving a time frame as well as a person responsible. Evaluation is ongoing so that progress can be monitored and controlled throughout the process of achieving the objective and overall vision. Regular reporting should be shared with the community so that they can understand what is happening along the way. Education Directors’ Manual 94 APPENDIX 11 Making Seventh-day Adventist Schools Distinctive A Special Character programme for Pacific Seventh-day Adventist Educators Ken Weslake Associate Director of Education South Pacific Division of Seventh-day Adventist Church Locked Bag 2014 Wahroonga NSW 2076 AUSTRALIA e-mail: [email protected] Phone: +61.2.9847.3331 Education Directors’ Manual 95 Introduction This programme has been developed in response to a need to ensure that our Seventhday Adventist schools are in fact truly Seventh-day Adventist. This has come out of a number of incidents from around the world. In 1993 when the New Zealand schools became Integrated Schools of Special Character with the New Zealand Government, Principals, teachers and their School Boards discovered that where they thought they were truly Seventh-day Adventist they had real difficultly in showing and outlining both in documentation and practise how that actually took place. That has all changed for the better today. In the USA over the last 150 years, there are many famous Universities that were begun as Church connected and operated Universities. Notable names such as Harvard, Yale, Princeton, Columbia, Michigan, and John Hopkins are just a few. The amazing fact is now that none of these Universities are connected to their founding churches any longer. The question arises as to whether our school system can head in the same direction? The answer of course is an emphatic YES! This programme, then, is simply an attempt to halt this trend. The programme itself cannot stop any journey away from the central and underlying truths upon which our education system was established. That can only happen as each educator recommits their own lives again to Christ and the preservation of what he has given to the Seventh-day Adventist Church to achieve through education. And that is, ultimately, the salvation of each child that attends our schools. I have appreciated the work of Dr Don Roy in this area as well. His work in “Towards Wholeness” has formed the basis of this programme. It is my desire that each educator who participates in this programme will be richly blessed as they discover again the foundations of Seventh-day Adventist education Ken Weslake M Ed Admin Associate Director Education SPD Education Directors’ Manual 96 Module 1 The ‘Ideal SDA School’ When we talk about an ‘ideal’ Seventh-day Adventist school, what are we really talking about? Whatever it is we say, will come first from our own perceptions. These perceptions will reflect our reading, our own thinking on the subject, and our own experiences of schooling. Activities As you record some of your thoughts try to think of other areas as well, such as: What does an ‘ideal SDA School’ look like? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ sound like? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ feel like? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What would it be like for a student? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What would it be like for adults? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What would it be like for teachers? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What would it be like for the community? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 97 At the end of your writing try to work out where your ideas began or came from. Are they the result of your feelings or experiences or reading or careful thinking? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Now form into groups of 3 or 4 and share your ideas. Look especially for common ideas that keep coming through. List the ideas under headings of Student _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Parent _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Teacher _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ At the end of this task, try to write a one sentence summary for each of student, parent and teacher using this beginning: The ideal SDA school for a student/parent/teacher is…or has…or would…etc Student _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Parent _________________________________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Teacher _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Finally, try to describe how the ideal SDA School is different to a Government school or other denominational school. Also try to describe how the two schools are similar. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 98 Module 2 Exploring the Biblical Framework When we establish a Christian education programme that is distinct or different or unique to other educational programs there are a number of important questions that need to be answered. The answers to these questions will help establish the foundation for what we believe and subsequently how we operate. These questions are: Who is God? Who is man? What happened to man after creation? What has God done to rectify this situation? What is the part of the teacher in this process? How is everything going to end up? Activity1 Move into groups of 2 or 3. After a time of prayer together asking for wisdom and understanding read each of the Bible references. Now discuss each reference and list the ideas that you have gained out of them. Who is God? Gen 1:1 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Gen 1 and 2 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Ps 135:5 – 13 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Ps 139:1-18 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Isa 40:18 – 31 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 99 John 1:1, 2 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Who is Man? Gen 1:26, 27 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Gen 2:7, 15, 21 – 25 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Ps 8 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Ps 139:15, 16 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What happened to man after creation? Gen 3 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Rom 3:23 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 100 What has God done to rectify this situation? Gen 3:15 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 1 Cor 1:18 – 25 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2 Cor 3:12 – 18 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ John 3:16 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Rev 21:1, 3, 4, 27 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Rev 22:3, 4 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What is the part of the teacher in this process? Ps 119:105 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Matt 28:18, 19 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 101 Rom 10:17 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2 Cor 3:18 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2 Cor 5:17 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 1 Thess 5:16 -18 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ James 5:16 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ How is everything going to end up? Acts 1:9 -11 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 1 Thess 4:13 – 18 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Rev 21:1 – 4 _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 102 Activity 2 Keeping to the headings that have been used, what single sentence statements could you write for each heading, to be displayed for the students in your class. Who is God? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Who is Man? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What happened to man after creation? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What has God done to rectify the situation? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What is the part of the teacher in this process? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ How is everything going to end up? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 103 Module 3 What is Seventh-day Adventist Education really trying to achieve? Every education system has an underlying goal. Adventist education is no different. Until we come to know and experience that goal for ourselves, then the impact of our teaching will always fall short of the high ideals set before us. By the end of this module, teachers will have a clearer understanding of what it means to be an Adventist teacher and what the ultimate goal of Seventh-day Adventist education is. Activity 1 The first 4 chapters of the book Education by EG White contain a wealth of information and insight into the foundation for SDA education. Divide into groups of 4 and each read just one chapter. From the chapter that you have read, look for answers to the following questions and be prepared to share with the rest of your group your findings. Share also other insights that you believe are valuable to your understanding of the core purpose of SDA Education. 1 What is the ultimate goal of Christian education? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2 How is this best achieved? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3 What will this look like in the life of the child? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 4 Where do an interaction with Christ and the child, and Christ and the teacher fit in all of this? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 104 5 Who are the major participants in achieving this goal? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 6 What are some of the barriers to achieving this goal? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 7 How can these barriers be overcome? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity 2 Choose just one sentence from your reading that you consider speaks most powerfully to you. Write this down and memorise it. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 105 Module 4 The Contribution of School Life Towards Wholeness The operating of a school is very complex. There are many elements working together that make a school run well. In this module teachers explore what some of these functions are and how they can contribute to the life of the school so that they all work harmoniously towards wholeness. Activity 1 Break into groups of 5 or 6. Make a list of all the elements that operate within a school. You need not be thinking of an Adventist school at this stage. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity 2 Share your group list with the rest and make one list. Display this where everyone can have ready reference to it. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity 3 As a whole group compare the list with the summary that follows. What areas do you notice were not included? Why was this? Are there areas that you have listed that are not in the summary following? Why should they be included? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 106 Basic Summary of Elements for School Operation Knowledge Supernatural. Natural God as the source of all wisdom and virtue More than facts, but involves thinking, experience, emotions, relationships, insights, and the spiritual. True knowledge leads to wisdom, integrity, and right action. Students Complex beings created in God’s image. Because of the fall need to develop God wholeness. This development will lead to living at their full potential and fulfilling God’s purpose for their lives. Teachers Models of God’s grace. Models of SDA culture and Christian grace. Professionally competent in teaching, nurturing and ministry. Curriculum Study is approached from a Biblical world view. Undertaken within the context of the Great controversy. Address the student needs in the spiritual, intellectual, physical, social, emotional, and vocational realms. It appreciates and respects Christian heritage, community building, citizenship, concern for others and care for the environment. Education Directors’ Manual 107 The Different Functions that Make a School Whole The Ultimate Purpose of Education To restore in each pupil the image of their Creator. This is achieved by leading the child to Christ and providing a balanced development of the whole person. Knowledge God is placed at the very centre of all knowledge and is its Source. This is more than knowing facts and things. Instead it includes experiences, emotions, relationships, intuition and spiritual understanding. These are all working together and are part of true knowledge. The Students Students are seen as God’s creation. Though they are sinners, they are seen with a need to develop their wholeness and integrity so that they can become all that God wants them to be. The Teacher Teachers are central to the life of the school. They need to recognise the importance of being excellent role models for their students, academically, spiritually, and socially. They must of course demonstrate a professional ability in teaching, nurturing and ministry. The Curriculum All areas of study are approached from the Biblical world view. That is, all learning is in the context of creation carried out by a loving God; that this creation has sinned and now is involved in a war between God and Satan of universal proportions. The curriculum is balanced which means it addresses the needs of the students in the spiritual, intellectual, social, spiritual, physical, emotional and vocational areas. It is comprehensive in that it appreciates the place of Christian heritage, community building, social justice and care for the environment. Learning and Teaching This is undertaken with appreciation to the culture of the students. It recognises the variety of learning styles of each student and is sensitive to the gifts that each has. It provides students with opportunities to learn individually and co-operatively and to put into practice that they have learned through service to their community. Excellence is encouraged in all endeavours. Total Environment The school provides a balance of study, worship, labour and recreation. It is a community where love and warmth, respect and safety are continually present. Discipline is intent on redemption and promoting selfcontrol. It works closely with the parents, the wider school community and the Church. Education Directors’ Manual 108 Module 5 The Role of the Teacher Within the life of the school, this single area is perhaps the most important. It is in this area that Adventist schools are most different to other schools whether they are government schools or other religious/private schools. This module will look at relationships and moral choices – two key areas in which we are most like God. At the end of this module each teacher will have a sharper focus and better understanding on what it means for them to be Christian educators. Activity 1 Form groups of 5 or 6 and discuss the following questions: 1. How will a child know that you are a Christian teacher? What actions/behaviour would they witness that confirms this? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 2. Make a list of small but specific actions that you can adapt to reinforce to a student that you are a Christian teacher __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 3. Repeat numbers 1 and 2 for parents and again for staff members. Parents __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Education Directors’ Manual 109 __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Staff Members __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 4. What do we mean when we use the term learning community? Who are the participants? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 5. In the context of an Adventist school community what would a “community of grace” look like? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Education Directors’ Manual 110 sound like? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ feel like? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 6. How do we go about creating a “community of grace”? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 7. What is the difference between discipline and punishment? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Education Directors’ Manual 111 Which is easier to administer and why? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Which do you expect to have the greatest long term impact and why? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 8. Make up the discipline cube. (See the cube template at the back of this book). Highlight 2 points that you wish to adopt into your teaching style. What impact do you expect these 2 actions to have on the class? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Education Directors’ Manual 112 Module 6 Academics – the Place of Subjects Learning takes place in a variety of contexts for a variety of reasons. Learning within the context of a school environment is very structured and formalised. Within an Adventist school context each curriculum area provides a “window” to view God in the context of the great Controversy as well as an opportunity to respond positively to Him. Activity 1 Form groups of 5 or 6 and be prepared to discuss the following questions: 1. As Adventist teachers what should be the underlying reason for teaching the assigned curriculum to our students? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 2. Take each curriculum area in your school and open a ‘God window’ on it. What do you see about God in that curriculum area? Maths __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Reading __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Writing __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Education Directors’ Manual 113 Science __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Social Studies __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Health __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ P.E./Sports __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 3. How would you best teach some of these ideas to the children? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 4. Should these windows be opened in a planned way or spontaneously? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Education Directors’ Manual 114 Activity 2 Report back to the rest of the group on your findings. Activity 3 In small groups again, discuss the following concepts: 1. Each child is created different and unique. How varied should our teaching be in recognition of this belief? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 2. How would multiple intelligences assist us in meeting some of the diverse learning needs of our students? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 3. Demonstrate how multiple intelligences can be used to teach a single piece of learning. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Activity 4 Share your findings with the rest of the class. Education Directors’ Manual 115 Module 7 Administration, Buildings and Presentation Can a school building also point to and uplift the idea that it is an Adventist place of learning? And what is school culture anyway? These concepts will be explored in this module. At the end of this module teachers will understand the dynamics of how even buildings and administration can reflect the character of God. Activity 1 In small groups discuss the following questions and ideas. 1. What do you understand by the term ‘school culture’? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 2. How do we go about establishing a strong school culture? Who is primarily responsible for the school culture? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 3. How do we go about establishing a strong Adventist school culture? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ What will it look like? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ sound like? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Education Directors’ Manual 116 be like? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 4. Share your findings with the rest of the group. Activity 2 Staying in your small groups, take the sheet ‘The Adventist School’ (use the form “How do we make a school Seventh-day Adventist, spiritual, a place of faith?” on page 117 and 118) and conduct an audit/assessment on this school and report back to the rest of the group on how it represents Adventist education. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity 3 Using copies of Steps to Christ and Desire of Ages, select up to ten 1 or 2 sentence quotes that uplift the mind to God and His goodness to us. Share these with the rest of the group. 1 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 4 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 5 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 6 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 7 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 8 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 9 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 117 How can these quotes be displayed attractively for students to ponder thoughtfully during a quiet time in class? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 118 Module 8 Bringing It All Together We have spent some time now looking at a variety of issues relative to how we operate Seventh-day Adventist schools. These have included: The ‘ideal’ SDA school Exploring the Biblical framework What is Christian Education really trying to achieve? The contribution of school life towards wholeness The role of the teacher The place of subjects Administration, buildings and presentation Now we bring it all together into a whole. Having learnt much about what wholeness is within an Adventist school, we now have to work out how we make it all happen. What we are talking about now is culture - School culture. At the end of this module teachers will understand that Christian education is made up of all facets of a school’s operation. It is not just an add-on but is the outcome of total commitment by each teacher to Christ and His kingdom. Activity 1 Take time to identify an important part of your own culture (ethnic). Share this aspect with the group at large. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity 2 Describe a local community that you are familiar with. How is it organised and how does it operate? _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 119 Education Directors’ Manual 120 Activity 3 Now draw a large diagram that could outline how all the parts of what we have been discussing fits together and can work as a whole community. Education Directors’ Manual 121 Education Directors’ Manual 122 Activity 4 Dividing into groups of 5 or 6 create a 1 sentence statement that defines a Seventh-day Adventist School. _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity 5 List 3 things that you can do that will help promote your Seventh-day Adventist school to be everything it could be for Christ. 1 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 2 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 3 ________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Education Directors’ Manual 123 Education Directors’ Manual 124 How do we make a school Seventh-day Adventist, spiritual, a place of faith? Please rate each statement by placing a mark under one of the headings (Needs urgent work, Needs Work, etc.) and then, in the last column, write what you plan to do about each. Question Needs Urgent Work Needs Work SCHOOL CAMPUS School Sign Needs to have Seventh-day Adventist somewhere clearly printed Needs to be clean, clear, bright, attractive Impact of TV and multi-media on community Needs to lead people to the school Grounds Clean Tidy Well laid out Signs of where to go Office, Principal, Classrooms Buildings Clean Tidy Well maintained Broken windows repaired, no rust, painted Well laid out Classrooms Clean Tidy Children’s work displayed Clear Christian messages God is Like This statements Furniture suitable Resources PRINCIPAL Spiritual Leader Daily connection with God Concerned with the salvation of the children Motivates children to be all that God wants them to be CURRICULUM LEADER Education Directors’ Manual 125 Good Work Very Good Work Plan Question Needs Urgent Work Needs Work Directs curriculum delivery for whole school Ensures high standard of teaching and learning Leads out in the integration of faith and learning Continues to learn themselves STAFF LEADER Supports staff Manages and leads professional development Ensures adequate resourcing STAFF Spiritual leader of children Concerned for their salvation Links the curriculum with spiritual factors in life Shares their own spiritual/personal narrative Models Christianity Relates scripture to relevant life issues Using scripture at appropriate times throughout the term Analysing incidents in light of great controversy Establishing values honesty, respect, understanding of others, compassion Encourages personal relationship with God experimental relationship Works through big question Who am I, Where did I come from, Why am I here, where am I going? Practices cooperative learning Isa 41:6 - Everyone helped his neighbour Rom 15:1 - We who are strong bear infirmities Gal 6:2 - Carry each other’s burdens Reduces rivalry Service activities Use a variety of media mime, songs, art Education Directors’ Manual 126 Good Work Very Good Work Plan APPENDIX 12 TEACHER INDUCTION PROGRAM Introduction In order to assist graduate teachers and newly appointed non-system teachers to progress to become highly professional teachers an induction program needs to operate on their behalf. Who Will Be Involved? Beginning Teachers Fulton, Sonoma and PAU graduates appointed to full time teacher employment. Graduates of other institutions appointed to full-time teaching positions. Experienced Teachers Recruited to the SDA school system who has not been previously employed as teachers in the South Pacific Division. Regular Part-time Teachers Regular part-time teachers who have not previously been involved in a mentoring program Relief and Casual Teachers No formal requirement Beginning Teachers and Regular part-time Teachers are considered probationary teachers until they have completed the requirements of the induction program. What Time Period is Involved? For beginning teacher appointees - a minimum of two consecutive years of full-time teaching. For experienced teachers - a minimum period of one year of full-time teaching. Where induction is not completed or been granted within the one/two year period the probationary period may be extended to a third year. Where the mission/conference is responsible for the payment of the teacher’s wages, the teacher's wages will be frozen at the second year rate or until all induction requirements have been met. Who is Responsible for Organising and Planning the Program? The Union Board of Education is responsible for organizing and implementing the induction/evaluation process in harmony with Division Education Department policy. Union and Local Conference/Mission Education Directors at each level of organization and school principals care for the details of the program. What are the Responsibilities of Administration at each Level? Division Education Directors Act as consultants in policy matters and in the oversight of the general program. Assist as requested. Record changes in teacher status by Union Board of Education action and update teacher records accordingly. Education Directors’ Manual 127 Union Mission Education Director Plan and implement the program for primary and secondary teachers through the Conference/Mission Education Director and the school principal. In consultation with the Conference/Mission Education Director prepare a list of teachers participating in the program. Notify the probationary teachers concerned through the school principal. In consultation with the Conference/Mission Education Director recommend to the Union Board of Education a list of teachers who may act as evaluators. Arrange for the evaluation and assessment of teachers for permanent status. Refer names of all teachers approved for permanent status by the Mission/Conference Board of Education to the Union Board of Education. Ensure that evaluation and other documents relating to the program are processed promptly. When regular employment status is granted by the Board of Education the Union Education Director shall pass the name/s on to the Union Secretary/Treasurer for communication to the local Conference/Mission noting the need to: Inform the teacher and principal. Issue Teaching Ministry Licence. Adjust salary where appropriate. Conference/Mission Education Director Co-operate with the Union Education Director and the principals of schools in the conduct of the program. Plan and coordinate workshops, seminars and visits to schools by probationary teachers. Plan and conduct the induction program for teachers in sole charge situations. Ensure that evaluation and other reports relating to the program are processed promptly. Consult with the Union Education Director on teachers who may need to extend the program beyond the initial period or who prove unsatisfactory. Recommend to the Union Education Director the names of teachers who have successfully completed their induction and qualify for permanent status. School Principal Develop an individual program of induction for each teacher. Appoint a member of staff as a support person for each teacher under the program. Return to the Conference/Mission Education office an “Induction Program Report” in February of each year. Keep a file on each teacher under the program. The file is to include the program arranged, reports, and notes on interviews. Prepare a general report using the Document “Teacher Induction Program” on each teacher seeking regular status. The report should be completed early in August and returned to the Union Education Director. Consult with the Conference/Mission Education Director on teachers who may need to extend the program beyond the initial period or who prove unsatisfactory. Education Directors’ Manual 128 Who Plans and Conducts Teacher Evaluations for Regular Status? Evaluations for all teachers are planned through the respective Union Boards of Education. Whenever possible THREE separate evaluation reports should be completed for consideration by the Union Board of Education. One general evaluation report covering the whole induction period is made by the school principal or in the case of a sole charge teacher by the Conference/Mission education director. The other two evaluation reports are made by personnel appointed by the Union Board of Education. These two evaluators, where possible, should not have been involved in the induction program of the teacher being evaluated. Evaluation reports are made on the “Teacher Induction Program” form and returned to the secretary of the respective Board of Education through the Conference/Mission/Union Office of Education. For the beginning teacher the evaluation reports are planned during the second year of teaching. For experienced teachers entering the SDA system an evaluation report is made during the first year of service. Such teachers must also complete a course in Philosophy of SDA Education or a suitable alternate activity as part of the induction process. Proposed Protocol for Concluding the Induction Process The Union Board of Education is responsible for granting regular status to teachers in the induction program. When a teacher on the induction program is approaching the end of his or her induction period, the Union Board of Education considers the reports submitted by educational professionals who have visited the teacher during the second year and determines whether to grant the teacher regular status. Prior to the meeting of the Union Board of Education at which the status of inductees is considered, the Union Education Director will seek, in addition to the usual written reports, employing Conference/Mission comment in writing on each teacher to be considered for regular status. No teacher will be recommended for regular status subject to meeting certain conditions for completion of the induction program. Any teacher who has uncompleted requirements will not be considered for regular status until the next regular meeting of the Union Board of Education after those conditions have been removed. The Union Education Director notifies the employing Conference/Mission through the Union Conference/Mission Secretary of the Board's decision. The employing organisation is responsible for notifying the individual that he/she has been granted regular status. In the event that problems of a significant nature arise after a teacher has been granted regular status by the Union Board of Education, the employing Conference/Mission shall request the Union Board to reconsider that teacher at the next meeting of the Board, submitting their reasons for the request in writing to the Union Education Director. It is assumed that the reasons for reconsideration will have been discussed with the teacher by the Education Director and/or Administration of the employing Conference/Mission prior to the request for reconsideration with the Employing Conference/Mission Education Director and Administration, will, if it is considered necessary, accept the responsibility for delaying the implementation of that teacher's change to regular status until the Union Board of Education meets. The decision of the Union Board of Education will be communicated to the employing Conference/Mission without delay through the Union Secretary who will then without delay communicate with the teacher. Education Directors’ Manual 129 Additional Points to Note It is desirable that a probationary teacher be given some form of induction to the general organisation and planning of the school during the week prior to the opening of school. Release time for a beginning teacher to visit other schools for observation and discussion with experienced teachers should be arranged through the principal. Conference/Mission support programmes should include a minimum of two professional visits to probationary teachers during the first year. Those involved in the support program should keep an anecdotal record of items discussed with probationary teachers on the “Teacher Induction Program” form on page 128-131. Such records should be kept in the principal's file during the period of probation. Organisation for the evaluation of teachers ready for consideration for permanent status should begin at the commencement of the second year for those following the two year plan. Evaluators should be recommended to the first meeting of the year of the appropriate Board of Education so that evaluations can be planned in advance. Evaluators must work independently and not consult with each other or the principal. If an evaluator has a major concern about the performance of the probationary teacher under induction the local Conference/Mission education director should be consulted. Where there is not a professional education director in the local Conference/Mission, the Union Education director should be consulted. Education Directors’ Manual 130 TEACHER INDUCTION PROGRAM INTERVIEW DISCUSSION CHECKLIST First year record for use of principal Interview Dates 1 2 3 4 5 Teacher’s Details Marital Status Name Year graduated School From which Institution Award Degree Major Minor Secondary Teachers Teaching Fields Grade Allocation Subject Period load out of maximum Class size Maximum Minimum Average Primary Teachers Grade/s taught Education Directors’ Manual Class size 131 The points listed below provide a guide for the support teacher of aspects to be covered on the guidance program for the new teacher. The sheet may be used as a check list of points raised during a guidance session. At the end of the form is space for a written summary of major items discussed and objectives agreed upon during a formal interview period. When observing the new teacher, please rate the points below, using the scale provided 1 2 3 4 5 0 Not Applicable Not Applicable Poor Poor Acceptable Acceptable Average Average Good Good Excellent Excellent General appearance of room 1 2 3 4 5 0 Display of learning material 1 2 3 4 5 0 Suitability of furniture arrangement 1 2 3 4 5 0 Use of resources available 1 2 3 4 5 0 Weekly/Daily work book 1 2 3 4 5 0 Attendance and Evaluation Record 1 2 3 4 5 0 Knowledge of subject 1 2 3 4 5 0 Adequacy of daily preparation 1 2 3 4 5 0 Clarity of lesson objectives 1 2 3 4 5 0 Accommodation of individual differences 1 2 3 4 5 0 Logical presentation of material 1 2 3 4 5 0 Use of instructional aids 1 2 3 4 5 0 Appropriateness of assignments 1 2 3 4 5 0 Suitability of methodology 1 2 3 4 5 0 Class response to lesson 1 2 3 4 5 0 Classroom atmosphere 1 2 3 4 5 0 Lesson objective met 1 2 3 4 5 0 Appropriateness of assessment procedures 1 2 3 4 5 0 Marking of assignments 1 2 3 4 5 0 Use of curriculum materials 1 2 3 4 5 0 Communication of course required 1 2 3 4 5 0 Overall skill as a teacher 1 2 3 4 5 0 Statement of Philosophy and General Objectives 1 2 3 4 5 0 Texts and Resources Required 1 2 3 4 5 0 Schedule of work by units 1 2 3 4 5 0 Evaluation and Assess Criteria 1 2 3 4 5 0 Comments on effectiveness of work 1 2 3 4 5 0 Facilities Class Records Professional Performance Programs of Work Education Directors’ Manual 132 Excellent Good Average Acceptable Poor Not Applicable Personal appearance 1 2 3 4 5 0 Voice and speech 1 2 3 4 5 0 Ability to control class 1 2 3 4 5 0 Attitude toward pupils 1 2 3 4 5 0 Identification of pupil needs 1 2 3 4 5 0 Judgement and tact 1 2 3 4 5 0 Emotional stability 1 2 3 4 5 0 Enthusiasm in presentation 1 2 3 4 5 0 Promptness in appointments 1 2 3 4 5 0 Attitude toward supervisors 1 2 3 4 5 0 Attitude toward peers 1 2 3 4 5 0 Support of church standards 1 2 3 4 5 0 Participation in church act 1 2 3 4 5 0 Commitment to Adventist education 1 2 3 4 5 0 Performance of assigned duties 1 2 3 4 5 0 Personal Qualities General Relationships Further Comments _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 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_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Education Directors’ Manual 133 GUIDELINES TO BE USED IN CONJUNCTION WITH INTERVIEW DISCUSSION CHECKLIST The following comments indicate the areas to be included under each item for evaluation listed on the sheet. Facilities General appearance of room Attractiveness, cleanliness, organisation of teaching materials, care of desks and other furniture and equipment. Display of learning material Appropriateness, arrangement, quality, is representative of student's work, is changed frequently. Presence of God focus statements. Suitability of furniture used To age and class level, to students' individual needs, to subject area. Use of resource available Chalk and display boards, teacher's reference materials, teacher-made aids and materials, student texts and class sets. Class Records Weekly/daily work book Is suitably arranged and kept up-to-date, is sufficient in detail to facilitate future planning and to demonstrate to another teacher the extent of work covered. Attendance and evaluation record Kept accurately and entered regularly in harmony with requirements. Is criteria used sufficient to permit accurate assessment? Professional Performance Knowledge of subject Demonstrates adequate knowledge of subject/s, is able to select from and add enrichment to the class textbook material. Adequacy of daily preparation Plans ahead, is able to anticipate instructional problems encountered by students, organises in advance instructional aids and materials. Clarity of lesson objectives Has a clear perception of expected learning outcomes and is able to communicate them to students. Accommodation of individual differences Is able to identify individual differences and to modify instruction to match individual needs. Challenges students to work to capacity. Logical presentation of material Ordered and logical sequential steps are readily identifiable, suitable reinforcement of each step is made, and a final evaluation summary included. Use of instructional aids Appropriate to age level of students, and fully utilised, related to lesson objectives. Appropriateness of assignments Suited to skills and ability of students, integrated with lesson presentation and outcomes, meets curriculum requirements. Suitability of methodology To the individual lesson, the students' needs and the teacher's personality. Class response to lesson Was motivation successful and sustained? Did the student participate freely? Did students enjoy activities and assignments? Classroom atmosphere Does an enthusiastic work spirit prevail? Is there willing co-operation between pupil and pupil, and pupil and teacher? Are students enjoying the learning experience? Lesson objective met Did the behavioural responses of the students, during and at the conclusion of the lesson, indicate that objectives had been achieved by most of the class? Appropriateness of assessment procedures Were they varied, sufficient and suited to class level? Marking of assignments Is marking done at the individual and group level? At appropriate times? Is consistency and constancy maintained? Is sufficient detail included? Use of curriculum materials Are sufficient materials available? Are they up-to-date? Are they utilised to best advantage? Communication of course requirements Do students understand the details, scope and standards required in the course/s offered? Overall skill as a teacher Is the teacher able to impart effectively concepts, attitudes and skills and create a desire to learn on the part of the student? Education Directors’ Manual 134 Programs of Work SPD Curriculum Is there evidence of understanding and implementation of the ‘God is Like This’ and/or Curriculum Frameworks? Statement of Philosophy and General Objectives Is the statement clear, concise and reflecting the teacher's personal philosophy of education? Is such philosophy in harmony with the philosophy of education of the Seventh-day Adventist Church? Do the general objectives (4 or 5) reflect the expressed philosophy? Are they appropriate for the specific subject area? Texts and resources required Is a list made of suitable resources? Does the list include class texts, other reference books, audio-visual materials, maps, models, apparatus, etcetera? Are the resources readily available? Schedule of work by units Is the schedule systematic and does it cover the syllabus requirements of a full year's work? Is the context broken down into a suitable series of time units appropriate to the nature of the subject and the frequency of class appointments? Does each unit include: The scope to be covered The anticipated time allocation Resources and references to be used Instructional objectives including specific learning outcomes Evaluation and assessment criteria Is a short statement included on how and when students' work will be evaluated? Is the formula to be used in determining periodic assessment scores set down? Comments of effectiveness of work Is a short comment made at the completion of each unit or topic? Do comments include modifications made to the initial scheme and suggestions for improving instruction? Personal Qualities Personal appearance Is well groomed, dress is in harmony with denominational standards. Voice and speech Expresses ideas clearly, has clear, correct and pleasing speech. Ability to control class Is firm but pleasant, uses positive measures for control, instructions are clear and followed through. Attitude towards pupils Recognises and respects the dignity of students, displays trust, accepts individuals as they are, shows concern for students. Identification of pupil needs Identifies intellectual and emotional learning problems - provides a supportive learning environment. Judgment and tact Avoids sarcasm and embarrassment of students, tries to understand all sides of a question, exercises good judgement in discussing school problems, respects the views of others. Emotional stability Is controlled and effective under pressure, adjusts to new situations, has mature understanding of own and other's problems. Enthusiasm in presentation Displays interest in subject, is able to inspire interest in subject by students. Promptness in appointments Meets obligations and duties such as class appointments, staff appointments and supervision responsibilities punctually. General Relationships Attitude toward supervisors Has a positive attitude to supervisors and is not easily threatened, is willing to accept counsel. Attitude toward peers Is loyal and co-operative, is willing to share ideas and work co-operatively with others. Support of church standards Sets a worthy example in dress and deportment, upholds church standards, in music, recreation and sport by own example. Participation in church activities Takes an active part in church sponsored programs and is willing to accept a share in church duties and responsibilities. Commitment to Adventist education Is supportive of Adventist education and committed to implementing its philosophy. Performance of assigned duties Is careful, methodical and reliable, works without prompting, is willing to assist others. Education Directors’ Manual 135 Education Directors’ Manual 136 TEACHER INDUCTION PROGRAM For Teachers in Second or Subsequent Years This form is to be used in all final year assessments of probationary teachers. Please forward the completed form to the Conference/Mission Education Director. Be sure that the teacher retains a copy in his/her Teacher Induction Program folder. Name Date School Secondary Teachers Teaching Fields No of Periods Taught Major Minor Class sizes: Maximum Minimum Average Primary Teachers Grade/s taught Class size Classes Observed Class Enrolment Class Enrolment SECTION A: THE TEACHER Manner and Bearing: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Evidence of Preparation: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Appropriateness of Speech, Dress and Deportment: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 137 SECTION B: THE LESSON Objectives Identified and Met: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Direction and Pacing: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Structure of Lesson: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Student Participation: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Use of Resources: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Teaching Methodologies: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ SECTION C: THE LEARNING ENVIRONMENT Classroom Control: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Application of Adventist Philosophy: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 138 Variety of Teaching Techniques: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Overall Progress of Students: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ SECTION D: RELATIONSHIPS Relationships with Administrators and Supervisors: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Attitudes toward Students: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ SECTION E: GENERAL Record Keeping: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Assignments: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Assessment Procedures: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 139 SECTION F: ADDITIONAL INFORMATION This section should be completed only by the candidate's principal or other evaluator who has had sufficient opportunity to observe the information asked for. Involvement in Local Church and its Programs: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Ability to Relate to and Communicate with Parents: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Resourcefulness: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Willingness to accept Counsel and to Self-Criticise: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Involvement in Extra-Curricular Activities: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ SECTION G: RECOMMENDATION Recommendation should be based on four possibilities: 1. Recommended without conditions; 2. Recommended on meeting specific conditions; 3. Recommended an extension of time (for teachers in second year of induction); 4. Recommended to terminate employment. Additional Comments: ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ SIGNATURES _______________________________________ Evaluator Education Directors’ Manual _________________________________________ Teacher ____________________ Date of Interview 140 INDUCTION PROGRAM REPORT Name of School ______________________________________ Year________________________ TO THE SCHOOL PRINCIPAL Please complete and return to the Conference/Mission Office of Education by the second week in February. Check the teachers listed below and add the information requested. If there is an error or omission in the list, check with the Conference/Mission Office of Education. Names of Teachers Education Directors’ Manual Years of Experience (if any) Classes taught and/or periods per week 141 Year of Induction Name of Appointed Support Teacher Education Directors’ Manual 142 APPENDIX 13 ADVANCED STUDY AGREEMENT THIS DEED made the __________ day of ___________________ 20 _______ between Name of Lender (example Mission/Union/Division) _____________________________________________ Address of Lender ________________________________________________________________________ (called "lender") of the one part and ________________________________________________________________________________ (called "the borrower") of the other part. WHEREBY IT IS AGREED AS FOLLOWS: DIVISION 1 - PRELIMINARY Clause 1. INTERPRETATION "the degree" means A qualification conferred by a tertiary level institution "the academic venue" means The campus on which a study program is conducted. South Pacific Division of the Seventh-day Adventist Church. "the organisation" means (a) The debt shall be repaid at the rate of one year of post graduate service for each portion of the debt which is equal to fifteen times the weekly wage factor. "Repayment" means "The weekly wage factor" means (b) The debt shall be and be deemed fully repaid after the borrower delivered five years' post graduate service. "post graduate service" means (c) the repayment of the principal sum plus interest thereon ("the debt") the weekly wage factor set by the organisation and applicable at the date Clause 9 or Clause 10 first applies. The borrower performing duties such as ministerial, pastoral, evangelical, medical, educational, administrative (or any combination thereof) within the organisation of the Church, in accordance with the policy of the Church, and as directed by that part of the Church which may from time to time employ the borrower. This Agreement shall be interpreted in accordance with the laws of New South Wales. Education Directors’ Manual 143 (d) The rate of interest applicable to this Agreement and referred to in Clause 6 is the bank overdraft rate calculated on the daily balance of the principal sum from time to time. "bank overdraft rate" means "The principal sum" means "termination" means "discontinuance" means the rate set and charged from time to time had the principal sum been lent to the borrower by Westpac Banking Corporation at Sydney, New South Wales. the sum or sums of money now or previously advanced by the lender to the borrower together with such further sums mutually agreed upon in writing by the lender and the borrower for all or any of the purposes mutually agreed upon in writing by the lender and the borrower. the operation of Clause 9. the operation of Clause 10. (e) This Agreement is a Deed under Seal. (f) The underlined headings used throughout this Agreement are for reference only and shall in no way whatsoever affect the construction, interpretation or understanding of this Agreement. DIVISION 2 - COVENANTS AND AGREEMENTS Clause 2. ACKNOWLEDGMENTS It is acknowledged and agreed that: (a) the lender is a trustee for the church and the organisation is a part of the church. (b) the lender and the organisation assist selected members of the Church to undertake agreed courses of study and the borrower having been selected in this instance is desirous of entering into this Agreement. (c) This Agreement continues in force until the borrower's indebtedness referred to in this Agreement is reduced to nil. (d) Outstanding liabilities under this Agreement at death of the borrower will be covered by a group life insurance policy underwritten by AMP Society. (e) Neither the lender nor the organisation has by virtue of this Agreement nor any preliminary discussions leading to it offered, promised or guaranteed to the borrower: (i) (ii) (iii) (iv) employment, or continuing employment, or alternative employment, or re-instatement of any prior employment, whether the degree is for any reason whatsoever attained or not attained or whether the post-graduate service is completed or not completed. (f) If the borrower is dismissed for misconduct, disloyalty to the church or its teachings or gross incompetence during the period of study or post graduate service by either: (i) (ii) the lender, or the organisation, or Education Directors’ Manual 144 (iii) (iv) the church, or any other church body or institution of the church the principal sum and interest and any other monies payable under this Agreement are and remain due and payable. Clause 3. EVIDENCE It is acknowledged and agreed that: (a) the lender and the organisation have right of access to all records at the academic venue that relate to matters contained in this Agreement. (b) a document sealed by the lender and certifying that a resolution, election or decision was duly made or passed by the lender or the organisation (or both of them) is conclusive evidence that such resolution, election or decision was duly made or passed. (c) any statement of account, relating to the borrower that is issued by the lender and certified by either: (i) (ii) (iii) (iv) the secretary of the lender, or an assistant secretary of the lender, or an accountant of the lender, or an auditor employed by or for the lender, shall be prima facie evidence of the financial matters disclosed in such statement of account. (d) any written notice required or authorised under this Agreement: (i) (ii) (iii) (iv) (v) Clause 4. shall be served on the borrower personally, or by pre-paid post to the borrower's last known address. shall be served on the lender by personally delivering it to the lender, or by -re-paid post to the lender's address as shown in this Agreement. shall be served on the organisation by personally delivering it to the organisation or by pre-paid post to the lender's address as shown in this Agreement. such notice if sent by pre-paid post shall be sent by air mail whenever an air mail service is available. such notice if sent by pre-paid post shall be deemed to be served one week after posting. BORROWER'S COVENANTS The borrower hereby covenants and agrees prior to obtaining the degree: (a) unless and until Clause 9 or Clause 10 takes effect (if at all) to faithfully and diligently strive to obtain the degree at the academic venue. (b) to submit to the lender and to the organisation statements setting out the manner in which the principal sum has been expended or applied within one month from: (i) termination or discontinuance, or (ii) the receipt in writing of a notice seeking such statement. Education Directors’ Manual 145 (c) to furnish in writing the lender and the organisation all examination results within one month from the date such results were published and as soon as reasonable after attaining the degree to faithfully and diligently carry out the post-graduate service and in doing so shall readily and cheerfully perform all lawful commands and directions that may from time to time be given to or be directed at the borrower. (d) to advise the lender forthwith and in writing of all changes of the borrower's address during such time as this Agreement remains in force. DIVISION 3 - FINANCIAL Clause 5. PRINCIPAL SUM In order to enable the borrower to strive to obtain the degree at the academic venue the lender shall, subject to this Agreement, pay and apply the principal sum to or towards the payment of application fees, entrance fees, annual fees, examination fees, the degree fees, the costs of obtaining prescribed text books and stationery and the costs of reasonable travel expenses and as otherwise agreed by the lender in writing. Clause 6. INTEREST Compound Interest at the rate and manner prescribed in Clause 2 shall be calculated on so much of the principal sum which from time to time remains outstanding. Unpaid interest (whether formally demanded or not) shall be and be treated the same as the principal sum and shall itself attract interest in like manner. Clause 7. STAMP DUTY This Agreement shall be stamped with appropriate stamp duty which shall be borne by the borrower. Clause 8. DEBT The principal sum and the interest: (a) shall become and remain a debt due and payable by the borrower on demand provided such demand shall not be made except in the case of a termination due to borrower's shortcoming other than ill health under Clause 9 or in the case of discontinuance under Clause 10. (b) shall be calculated at termination or discontinuance having regard to the amortisation formula whenever it is relevant. (c) may be paid by the borrower at any time prior to the operation of Clause 9 or Clause 10 in full or in multiples of One Hundred Dollars ($100). (d) shall be paid to the lender at its registered office or as otherwise mutually agreed by the lender and the borrower from time to time. Education Directors’ Manual 146 DIVISION 4 - CESSATION OF DEGREE COURSE Clause 9. 9.1 TERMINATION OF DEGREE COURSE The lender in its absolute discretion may by notice in writing terminate the borrower's participation in the Degree Course on any one or more of the following grounds: (a) The lender is of the opinion that: (i) (ii) (iii) (iv) the borrower has failed to strive diligently for the degree, the borrower has failed to perform any one or more of the covenants set out in Clause 4(a). the borrower is not a bona fide member of the church, it is inexpedient for the borrower to continue the degree course or any other course of studies at the academic venue. (b) For any reason whatsoever the borrower has failed in examination to the extent that certain studies are required to be repeated or restudied or both. (c) For any reason whatsoever the borrower has failed to sit for examination when a relevant examination is conducted. (d) The degree is no longer awarded by the academic venue. (e) The degree requirements at the academic venue have been substantially altered so as to extend the duration of the course or otherwise render it inadvisable for the borrower to continue at the academic venue or elsewhere. (f) The borrower is no longer a member of the Church. (g) The borrower is guilty of conduct unbecoming of a member of the Church. (h) For any reason whatsoever the borrower has been refused admission to or re-admission or has been expelled from the academic venue. Whereupon the provisions of Clause 8 apply unless otherwise mutually agreed in writing by the lender and the borrower. 9.2 The lender in its absolute discretion may by notice in writing terminate the post-graduate service on any one or more of the following grounds: (a) The lender is of the opinion that: (i) (ii) the borrower has failed to perform any one or more of the covenants set out in Clause 4(2). the borrower is not a bona fide member of the Church. (b) For any reason whatsoever the borrower has failed to or has been unable or unwilling to commence, to continue or to complete the post-graduate service. (c) The borrower is no longer a member of the Church. (d) The borrower is guilty of conduct unbecoming of a member of the Church. Whereupon the provisions of Clause 8 apply unless otherwise mutually agreed in writing by the lender and the borrower. Education Directors’ Manual 147 Clause 10. DISCONTINUANCE OF DEGREE COURSE The borrower may discontinue the Degree Course or the post-graduate service on giving three months' prior written notice to the lender and to the organisation whereupon the provisions of Clause 8 apply unless otherwise mutually agreed in writing by the lender and the borrower. IN WITNESS WHEREOF THIS Deed has been duly executed: The Common Seal of Australasian Conference/Mission Association Limited was hereto duly affixed in the presence of: ) ) ) _________________________________________ Secretary Signed Sealed and Delivered by the borrower in the presence of: ) ) ) _________________________________________ Borrower Name of Witness __________________________ ) _________________________________________ Witness Education Directors’ Manual 148 ADVANCED STUDY INFORMATION QUESTIONNAIRE To be used to apply for own-time, part-time or full-time study assistance DEFINITIONS Advanced study is the pursuit of an academic award subsequent and usually superior to the initial tertiary qualification for a profession or calling. Training for the initial qualification is the responsibility of the individual, not the Church. Therefore applications for denominationally sponsored advanced study are requests for support at the graduate level; i.e. Graduate Diploma, MA and Doctoral awards. Bachelor’s degrees do not qualify for advanced study support unless the initial qualification for the profession was a tertiary diploma or the applicant already holds a first award and is being retrained at the call of the Church. Own-time study shall be defined as a study program not requiring released time or other concessions by way of reduced workload or exemptions from regularly assigned duties. The complete study program shall not anticipate a change of study classification except as indicated in the initial application. Part-time study shall be defined as a study program where released time, a reduction of workload or exemption from duties is granted, such concessions not to exceed 50 percent of a normal workload. The complete study program shall not anticipate a change of study classification except as indicated in the initial application. Full-time study shall be defined as a study program requiring full-time release from a regular work-load and responsibilities. Comment: Own-time study programs are approved by the Conference/Mission, and Union executive committees (or institutional board and parent organisation). GUIDELINES It is essential an application for advanced study assistance clearly indicate the benefit to the Church of the proposed study program. It is recognised the Church does not provide tertiary level academic programs in a wide range of disciplines at denominational colleges within the South Pacific Division. However where it does provide such opportunities, it is preferred that prior to undertaking denominationally sponsored doctoral or other advanced degree study, the candidate will have obtained a prior tertiary level academic award from a Seventh-day Adventist institution of higher learning. The sponsoring organisation will give careful consideration to each application for advanced study approval and support in order to be satisfied the candidate: (a) a.has a mature faith which is unlikely to be put at risk through study for an advanced degree. (b) is a productive employee of the Church, in good and regular standing in his or her congregation, who will provide a good return in service for the advanced study investment. GENERAL PRINCIPLES (a) Doctorates are to be generally taken in the Antipodes on an own time basis with up to one year assisted full time study. Candidates for less advanced degrees are generally limited to own-time study assistance but may also be granted up to one year Category B or C assistance if full-time study is a university requirement or if such assistance is in the interest of the Church. (b) In the main, doctorates or other advanced awards will be sponsored, on a full-time basis to Andrews University, La Sierra University and Loma Linda University only when the subject area to be addressed is not available in harmony with Adventist philosophy at a university in the SPD. Education Directors’ Manual 149 (c) Employees sponsored for doctoral and other advanced degrees with significant research requirements are expected to obtain the prior support of the Doctoral Study Standing Subcommittee for their dissertation or thesis topics. Employees under the sponsorship of the Church are expected to select research topics which, where possible, will be of benefit to the Church and its mission. (d) Denominational employees who are given financial assistance for advanced study which involves a significant research component are expected to provide the Avondale College or PAU Library with a bound copy of the dissertation or thesis upon completion of the advanced study program. (e) Where there is a need for a particular advanced award to be held by a number of denominational workers it is desirable for that award to be offered on an extension campus basis within the South Pacific Division by an Adventist university. (f) Except when it is in the interest of the Church to do otherwise, denominational employees are not financially assisted with another advanced study program or provided release time from their duties for study purposes until at least three years has passed since completion of an earlier academic award. (g) Denominational employees who are given financial assistance for advanced study purposes are expected to provide the secretary of the sponsoring organisation with an academic transcript upon completion of the advanced study program. DIRECTIONS Copies of the Advanced Study Information Questionnaire are held by the employing organisation administration. Part I of the Questionnaire is completed by the applicant and filed with the employing organisation administration. The applicant is to provide the requested information in section 1 of each of the three reference forms comprising Part II. It is recommended that when the forms are supplied to the referees by the applicant they be accompanied by stamped envelopes, addressed for mailing by the referee directly to the employing organisation administration. Part II is completed by the employing organisation. Applications are processed as follows: (a) All applications must be checked by the employing organisation. If the application meets the Advanced Study Eligibility Criteria outlined in Part II Section A, all the Questionnaire information requested has been provided and the employing organisation leadership is supportive, the application may be cleared for processing as indicated in (b) through (h) below. If the application does not qualify under the eligibility criteria for advanced study assistance or if the applicant is not considered suitable for sponsorship, the employing organisation board or executive committee is expected to exercise its authority and deny the application for advanced study assistance and inform the applicant in writing accordingly. Own-time Advanced Study applications (b) Institutional employees: Own-time advanced study applications from employees of denominational institutions are processed by the employing organisation board and, if supported, forwarded to the parent organisation for final approval. Education Directors’ Manual 150 (c) Local, Union and Division employees: Own-time advanced study applications from Local or Union Conference/Mission employees are cleared by the executive committee and, in the case of local Conference/Mission employees forwarded to the Union Conference/Mission for final approval. Own-time advanced study applications from Division employees are approved by the administration. Part or full-time advanced study applications (d) Institutional employees: Part or full-time advanced study applications by employees of denominational institutions are first approved by the institutional board and then forwarded for consideration by the executive committee of the parent organisation. A photocopy of the application should be retained by the employing organisation administration. (e) Local Conference/Mission employees: Part or full-time advanced study applications by local Conference/Mission employees, when supported by local Conference/Mission executive committee action, are forwarded to the Union Conference/Mission/ secretariat for endorsement. A photocopy of the application should be retained by the employing organisation secretariat. (f) Union Conference/Mission employees: Applications by Union Conference/Mission employees for part or full-time advanced study assistance, when supported by Union executive committee action, are forwarded directly to the secretary of the Union Conference/Mission. A photocopy of the application should be retained by the employing organisation secretariat. (g) SPD employees: Applications for part or full-time study assistance by employees of the South Pacific Division, are supplied to the officers for administrative consideration. If the Application for part or full-time study is supported, the document is held by the SPD Administration Committee. A photocopy of the application should be retained by the secretariat. Study programs approved by the employing entities are recorded with the SPD Director of Education. Applicants whose study programs are not approved by the employing entities are notified in writing by the secretary of the employing entities. Please note: For detailed information on denominational advanced study policies and guidelines see the South Pacific Division Working Policy and "A Compendium of Policies, Guidelines and Directives Related to Advanced Study Programs." The Compendium is regularly updated by the secretary of South Pacific Division and is provided to each employing organisation administration. Advanced Study Agreement Some part or full-time advanced study programs will require the student to sign an Advanced Study Agreement (see SPD Working Policy - Advanced study amortisation). In such cases it is necessary that the signed Advanced Study Agreement be attached to this application form. Education Directors’ Manual 151 Education Directors’ Manual 152 ADVANCED STUDY INFORMATION QUESTIONNAIRE PART I To be completed by applicant A Date Completed___________________________ Biographical Data Title ____________________________________________________________________ (Mr/Mrs/Miss/Ms/Dr/Pr) Surname ________________________ Christian names ________________________________as on passport Address ________________________________________________________________________________ ______________________________________________________________________________________ Home Telephone _________________ Other phone___________________________________________ E-mail address __________________________________________________________________________ Date of birth _____________________ Year of Baptism ________________________________________ Spouse Details ______________________ Surname ____________________________________ Christian Names _______________________ Maiden or nickname (if applicable) Children’s Details Name B Sex Date of Birth Service Data Present employer _________________________________________ (Division, Institution, Union, or Conference/Mission) Position held ____________________________________________________________________________ Service Record Year Position Held Education Directors’ Manual Institution/Union/Conference/Mission 153 C Academic Data Post-Secondary (Academic and Professional Qualifications) Year Institution Degree/Diploma/Certificate Earned Previous Full or Part-Time Study Assistance Give details of part-time study undertaken, other than brief in-service courses, and indicate the approximate amount of financial assistance or support in the form of housing, travel, or tuition, etc., that the applicant has received in the past 5 years. Year Study Program Diploma/Certificate Earned Value of financial support received Give details of any current indebtedness, bonding, service obligations or restrictions ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ D Proposed Study Program Under which South Pacific Division Advanced Study Classification do you plan to study? Own-time Part-Time Full-time If initially it will be own-time study, will there be a later need for part- or fulltime assistance before the advanced study program is completed? Summer sessions Yes No Note: All own-time study programs must have employing entity approval if: (a) (b) at least some part- or full-time support will be requested doctoral level study is involved. Award sought Name of university _______________________________________________________________________ Number of years of study involved if full-time _________________________________________________ Education Directors’ Manual 154 If it will be a part-time study program, please specify: (i) (ii) (iii) Minimum study load allowed ___________________________________________________ Anticipated years of part-time study _____________________________________________ Restrictions or conditions on employment which may be imposed by the university while on a part-time study program ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Has the university approved the study program? _______________________________________________ List any conditions or restrictions imposed by the university ______________________________________________________________________________________ ______________________________________________________________________________________ Field of study Major subject ___________________________________________________________________________ Minor subject ___________________________________________________________________________ Thesis or dissertation title (or brief description) ________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ If appropriate, please attach copies of correspondence, study proposal documents, or documents from the university you have applied to for admission, in support of your study request. E Subjects and estimated period List all subjects to be taken in either regular and/or summer sessions and indicate the estimated time required for research and/or dissertation. Year 20___ Year 20___ Year 20___ Year 20___ State any time limits or specifications for examinations, research thesis or dissertation ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 155 F Cost of study Please give your estimate of the cost of your study program. Tuition and prescribed study expenses Year 20___ $ Year 20___ $ Year 20___ $ Year 20___ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ (including HEX fee-Australia) Special travel and accommodation Wages and allowances Other (specify) Total Cumulative Total G General What role or position do you anticipate that this qualification will prepare you to fill? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ How do you see this study program contributing to your career aspirations? ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Please indicate whether you are able and willing to serve in the mission field within the South Pacific Division upon completion of the proposed study program. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ H Referees Please list the name and telephone number of three referees Name _________________ Ph ____________ Mob ________________ e-mail _________________ Name _________________ Ph ____________ Mob ________________ e-mail _________________ Name _________________ Ph ____________ Mob ________________ e-mail _________________ ______________________ Applicant's signature Education Directors’ Manual 156 ADVANCED STUDY INFORMATION QUESTIONNAIRE PART II To Be Completed By Employing Organisation Date Completed _______________________ NAME OF APPLICANT _____________________________________________________________________ Pulpit Ministry Please select the appropriate degree category (a) or (b) and indicate whether or not the Yes applicant meets one or more of the criteria (a) MA (Theology) or its equivalent limited to productive senior pastors, departmental directors, ministerial training lecturers or those considered to have potential for those roles. (b) 1. Doctoral degrees limited to ministers currently engaged in ministerial training and who have at least five years successful experience in that role, or an ordained minister with potential to be a departmental director at Union/Division level, or who will gain specialist expertise for continued congregational level service which can be shared with peers/corporate church 2. Doctoral candidate will normally be 50 years of age or younger upon completion of proposed study program. A No ADVANCED STUDY ELIGIBILITY CRITERIA Please check the appropriate boxes below for the job classification of the applicant. Teaching Ministry Pre-requisites for sponsorship Does the applicant meet the following criteria? (a) Applicant has attained Senior Teacher status (if primary or secondary teacher) (b) Applicant meets requirement of a minimum of five years denominational service to be eligible for part or full-time sponsored study assistance. (if applying for part or full-time study assistance and/or if employed at tertiary level) Yes No Yes No Sponsored awards and degrees Select appropriate category and complete checklist B.Ed. degree or equivalent, for those with Senior Teacher status, for regular classroom (a) service. (Applicant must hold an initial award, e.g. certificate/diploma, to qualify for part or fulltime denominational advanced study assistance) (b) Graduate diploma, MA degree, or equivalent for those with Senior Teacher status, employed as, or with potential to be: 1. senior principals, Conference/Mission/Union Education Directors 2. specialist teachers (ESL, librarians, counsellors) 3. teacher educators/tertiary lecturers 4. secondary subject masters, teaching in the proposed field of study at the year 11 and 12 levels. Education Directors’ Manual 157 Doctoral degrees for Select appropriate category and complete checklist (a) Union/Division Education Directors (b) Senior principals and local Conference/Mission education directors with Senior Teacher status considered to have potential for Union/Division leadership (c) Those currently engaged in teacher education, with at least five years successful experience in that role (d) Those currently engaged in successful tertiary teaching, with at least five years’ experience (e) Doctoral candidate will normally be no older than 50 years of age upon completion of study program. Yes No Yes No Other services or departments of the Church Answer (a) only if applicant is seeking support for part or full-time study assistance. Answer either (b) or (c) according to the level of academic award for which assistance is being sought (a) Applicant meets requirement of a minimum of five years denominational service to be eligible for part or full-time sponsored study assistance. Undergraduate degrees (BA or equivalent) (b) 1. 2. Applicant seeks sponsorship for an academic award typically held by those in industry with his/her job description. Proposed undergraduate degree builds on an earlier tertiary award, e.g. diploma Graduate degrees (MA or Doctorate) (c) 1. 2. Applicant seeks sponsorship for an academic award which will prepare him/her for a senior position for which a future vacancy is anticipated by the sponsoring organisation Doctoral candidate will be no older than 50 years of age upon completion of study program. Assessment Applicant meets the criteria for advanced study outlined above If the applicant does not qualify under the criteria outlined above please document below a compelling rationale for denominational sponsorship as a special case. ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 158 B Referee Assessment Please indicate in the appropriate boxes below each referee’s assessment of the religious commitment and spirituality of the candidate. The referees are listed in Part I, H of this application. Referee No 1 Yes No Referee No 2 Yes No Referee No 3 Yes No Do you consider the applicant to be a committed Seventh-day Adventist? Does the applicant attend a church regularly? Do you consider the applicant to be a spiritual person? Does the applicant demonstrate leadership qualities in his or her local church setting? Additional Comments about religious commitment ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ C Indicate the proposed study classification Own-time Education Directors’ Manual Part-Time Full-time 159 Summer sessions D Financials If full-time study was selected in (C) above, which category of financial support is recommended? Category A Category B Category C (Extract from SPDWP EMP.40.25 - Advanced Study Allowance Categories) Sponsorship Classifications a. Category A - Special Sponsorship Applicable to mature and experienced employees whose study program has been initiated and proposed by an employing organisation to prepare the employee for a specific purpose or position. E b. Category B - Regular Sponsorship Applicable to employees who, in the opinion of their employing organisation, have exhibited potential for increased usefulness to the church. c. Category C - Assisted Sponsorship Applicable to self-sponsored employees who request financial assistance toward their study program. Such assistance is considered on the merit and need of the applicant. General State how the proposed study program will (a) Meet the specific needs of the Church ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ (b) Result in increasing the applicant's usefulness to the Church ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Give examples of positions or appointments the applicant may assume upon completion of the study program ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Education Directors’ Manual 160 Please indicate the applicant's relationship to church administration and his/her success as a worker by marking the appropriate boxes below. Always Usually Often Seldom Never Co-operates willingly with authority Is able to accept responsibility Meets appointments consistently Exhibits sound judgment Actively promotes the principles of the church Shows maturity in outlook Exhibits balance in church doctrine Demonstrates leadership potential Shows initiative in the workplace Demonstrates ability to cope under pressure Socially well adjusted Additional comment if necessary ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ F Authorisation Please quote in full, including the reference number, the action of the sponsoring authority supporting this application for Advanced Study sponsorship. (i.e. Conference/Mission/ Union/ Institution Board or Division Executive Committee) ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Name the organisation/sponsoring authority which will be responsible for funding the study program. ______________________________________________________________________________________ Please enclose a completed and signed Advanced Study Agreement with this application if required by policy. (See SPD Working Policy EMP.40.10 (18) - Advanced study amortisation). Is an Advanced Study Agreement enclosed? Yes No Authorising officer of sponsoring organisation Name ___________________________ Signature ____________________ Date __________________ Education Directors’ Manual 161 Education Directors’ Manual 162 SOUTH PACIFIC DIVISION SPECIAL TRAVEL SUBSIDY GRANT Application Form The following is required by the South Pacific Division Administration in support of the recommendation of the Union Mission Administration for special travel assistance for persons accepted by Pacific Adventist University to study Diploma or Degree courses. Travel assistance is granted under the terms and conditions of the policy, set out in SPDWP EDU.10.40. A Biographical and general information on applicant Name of student ________________________________________ Sex ___________________Age ________________ Surname ________________________________ Given Name/s _____________________________________________ Single Married Intended Pacific Adventist University course of study ______________________________________________________ State whether for Diploma or Degree program ___________________________________________________________ High School last attended _______________________ Date graduated _______________________________________ Junior College attended ________________________ Date graduated _______________________________________ Experience ________________________________________________________________________________________ _________________________________________________________________________________________________ B Financial travel information Give cost of most economical airfare/s available over the most direct route. Single Check type of air fare Return Airport of Departure _________________________________ Country _______________________________________ Give travel route ___________________________________________________________________________________ To whom should the SPD send the travel subsidy? ________________________________________________________ Student’s wage Category (Tick one) Cost of Fare $ $ $ $ $ Who for? Student Spouse Child Child Child Total Cost of fares $ 1 2 3 4 5 6 7 8 Wage Factor $ Name Age Student Contribution $ Has the student contribution been paid to the claiming organisation? Cost to be Reimbursed by SPD Yes $ No Currency used to purchase tickets _______________________________ Exchange rate _________________________ Signature of Union Mission Treasurer ________________________Union ________________ Date _______________ (The above information has been checked by the Union Mission Treasurer) Please return this form to the Education Director South Pacific Division who will forward it to SPD Treasury, Locked Bag 2014, Wahroonga NSW 2076 Australia Education Directors’ Manual 163 SPDWP - EDU.10.40 – South Pacific Division Travel Subsidy Grant Policy 1. The South Pacific Division Travel Subsidy Grant (SPDTSG) is primarily intended to minimise the differential in travel costs to union mission approved students attending Pacific Adventist University from the countries within the territories of the South Pacific Division. 2. All requests for assistance under the SPDTSG scheme must be presented, in the first instance, to the local denominational administrative unit. Such requests shall be forwarded through the union to the South Pacific Division Treasury for approval before any benefits apply. 3. The SPDTSG will supplement and not replace regular student sponsorship scholarship schemes administered by each union mission. Unions will still be responsible for travel costs of their sponsored students. 4. The SPDTSG covers actual round-trip travel ticket costs in excess of the equivalent of 30 per cent of the applicable current island field monthly wage factor for each person excluding any excess baggage costs or other incidental travel costs. 5. If the approved student is married then the subsidy applies to the travel ticket costs of the spouse and each child in excess of the amount defined under 4. above. 6. The SPDTSG scheme will automatically apply to students accepted by the college for participation in the PAU Work Sponsorship scheme. 7. The SPDTSG scheme may apply to all applicants whose plan for upgrading or further study at Pacific Adventist University is endorsed, processed through and approved by the union mission committee. 8. In addition to considering academic potential, the Christian commitment and character of each applicant will also be considered in determining eligibility. 9. Requests for scholarship or additional financial assistance not specifically for travel but related to study programs at Pacific Adventist University may be made by the sponsoring union mission committee to the South Pacific Division. 10. The grant is for the initial travel to Pacific Adventist University and return to the home of a student and not for other travel occasions. Education Directors’ Manual 164 APPENDIX 14 RECORD RETENTION REQUIREMENTS The following records are to be kept up to date and filed in the school records file. Beside each item is listed the period that it is to be retained in the school. Document Absentee Forms and Parents letters re absence Accident Register Account Books - General Admission Register Annual Re-registration forms Annual Statistical Returns Applications for Enrolment Attendance Records Audit Reports - Financial Bank Statements Board Minutes Building Contracts Cancelled Cheques Committee Minutes Correspondence Administrative Selected General Other than general and selected Daily Work Books Examination Papers Examination Records Examination Scripts Fee Account Books Fee Receipt Books Government Census Records Inspection Reports Insurance Incident Report - Copies Insurance Policies (after expiration) Inventory Ledgers and Journals Opening Reports Personal Record Cards Programs of Work Punishment Record Receipts – Cash Report Forms – Copies School Policy Statements School Publications Teacher's Mark Book Vouchers - purchase and payment Police checks N.B.: Time period to be kept Permanent Permanent Permanent Permanent 1 year Permanent 2 years Permanent Permanent 7 years Permanent Permanent 7 years Permanent Permanent 3 years 2 years 2 years 3 years Permanent 1 year 7 years 7 years 3 years Permanent Permanent 6 years Permanent Permanent Permanent Permanent 4 years Permanent 7 years Permanent Permanent Permanent 6 years 7 years Permanent Includes letters, reports, and records having to do with program development, personnel, projects and methods. It also includes data, summaries, statistics and experiences or material which may possess significant administrative and historical value. Education Directors’ Manual 165 Education Directors’ Manual 166 APPENDIX 15 TEACHER EMPLOYMENT PROSPECTUS PHILOSOPHY The Seventh-day Adventist view of education is founded on a Biblical world view which proposes a transcendent, self-existent God who is loving and just by nature and infinite in power. He created the universe and sustains it by His laws. As the climax of Creation, God created humans perfect, male and female, in close relationship with Him, with the capacity for reflection, emotion, creativity, sociability and freedom to choose and act. The choice to reject God's will severed the relationship between God and humanity causing their essential nature to fall out of harmony with God's will. The result was a blighted creation, personal maladjustment and an escalating conflict between good and evil in the world. God responded to the human predicament by instituting a plan to save men and women from hopelessness through the life, death and resurrection of His Son Jesus Christ. This plan provided for the restoration of the once harmonious relationship between humans and their Creator and the hope of eternal life. The Purpose of Education From a Seventh-day Adventist perspective, education is a learning process designed to restore aspects of God's image in people. Thus it is a means of regaining the harmony that was lost through the human fall. The Nature of Education All truth finds its source and unity in God. Education enables understanding of that truth which is revealed principally through the Bible, the life and death of Jesus and the work of the Holy Spirit. It is also revealed generally through nature and providence. These truths are perceived when people exercise their God-given powers of perception through the education process. Education is seen as a life-long developmental process. Good development is balanced and harmonious, affecting the whole person. This includes religious faith, moral character, the intellect, emotional maturity and the social, practical and physical abilities. In gratitude for God's gifts to them, students should strive for excellence in all facets of learning, progressively reflecting more consistently the image of God. In view of the key purpose of Seventh-day Adventist education, the whole school curriculum has spiritual significance as a place where faith is nurtured. It grows first in a developing world view consisting of ideas and beliefs that help students to see the meaning of life. Second, faith is also comprised of value priorities and commitments demonstrated in responsibility to the environment, the appreciation of beauty and personal behaviour in response to God's revelation. Third, faith grows in the faithfulness shown when students act out their faith in service to others, in confession of their faith and in caring relationships. Because much faith is developed by human interaction, the sense of school community expressed in its relationships and climate are pivotal to the success of education. MISSION STATEMENT To develop Seventh-day Adventist educational communities of faith that promote holistic student development expressed in academic excellence, Christ-centred worship, loving relationships and practical concern for others. THE TEACHING MINISTRY The teaching ministry of the church offers a life-long career in ministering to the spiritual and educational needs of the children and youth. As indicated in the statement of philosophy above, its major objectives are evangelical, and therefore its personnel are called to make a commitment to service that goes beyond professional excellence to a devotion to bring the message of salvation to every pupil by precept and example. For this reason Seventh-day Adventist teachers are accorded `Teaching-Ministry Licences' after induction. SPD Working Policy EMP.10.20c. Education Directors’ Manual 167 PROFESSIONAL POLICIES Expectations of an SDA Teacher An essential condition of initial and continuing employment in an Adventist school is evaluation by supervisors of the teacher's ability to meet basic performance expectations. These expectations include more than the demonstration of instructional skills; they also encompass Christian commitment and personal lifestyle. Basic expectations include, but are not necessarily limited to, the following: Prior to commencing, and a condition for retaining employment in a Seventh-day Adventist school, each teacher shall: be, and continue to be an active member of the Seventh- day Adventist Church. support and continue to support the standards and teachings of the Seventh-day Adventist Church. possess teaching qualifications acceptable to state teacher certification authorities and the South Pacific Division Education Department. Upon employment each teacher shall: demonstrate at least minimum classroom competencies commensurate with training and experience. Competencies to include skills in classroom management, discipline, planning, programming, adapting teaching strategies to individual needs of students; evaluation of student progress and the maintenance of academic records. demonstrate involvement in all school activities, eg., curricular and extra-curricular activities; attendance at school sponsored functions, staff worship, staff meetings, chapel; involvement in parent-teacher activities. demonstrate punctuality in meeting all school appointments. refrain from engaging in any non-school activity including remunerative employment, which may detract from school responsibilities. adhere to the code of ethics and conditions of employment outlined in the EDUCATION HANDBOOK. continue through their teaching, other work and by personal example to strive and help students to understand, accept and appreciate Seventh-day Adventist teachings and standards. avoid whether by word, action or public lifestyle influence upon students that is contrary to the teachings and values of the Seventh-day Adventist Church in whose name they act. maintain loyalty to fellow staff and to school and church administration. accept the delegated authority of the principal as both chief administrator and instructional manager. recognise the authority of the Conference/Mission Executive Committee as the employer. Supervision and Evaluation The principal and/or local Conference/Mission and union education directors will be responsible for supervising and evaluating instructional performance and school involvement. Local Conference/Mission administrators, representing the employers, will be ultimately responsible for supervising and evaluating behaviours and attitudes pertaining to church relationships. Where a teacher fails to meet basic performance expectations, the supervisor will offer guidance and helpful assistance. This will include written directives. Termination of Service Before commencing the process of terminating a teacher’s employment, ensure that all local government legislation is being followed and that all meetings with the teacher and employer and any others and decisions made are documented in full detail and filed in a safe and secure place. Education Directors’ Manual 168 In the event that a teacher: ceases to be an active member of the Seventh-day Adventist Church; or, repudiates, defies or subverts by his or her actions the teachings or standards of the Seventhday Adventist Church; or, acts in a manner disloyal to the organisation of the Seventh-day Adventist Church; or, ceases to possess teaching qualifications acceptable to State certification authorities or to the South Pacific Division Department of Education; then his or her services will be summarily terminated. In the event that a teacher fails to demonstrate the professional requirements and expectations as listed in “Expectations of an SDA Teacher” and, after every effort has been made to achieve remediation through counselling and a mutually agreed program of professional development as presented in clause 4 (Change of employment status) of the South Pacific Division Working Policy EMP.70.05 - Primary and Secondary School Teacher Employment Policies; then after due notice his or her services will be terminated. In the event of other circumstances arising, such as: school closures; or, budgetary constraints; it may be necessary to terminate employment. TEACHER PLACEMENT COMMITTEE In general the Committee recommends, to employing authorities, teachers to fill vacancies or transfers in the following order; mission field, administrators, classroom teachers. Individuals to fill these positions are considered in the following order: current employees, Avondale graduates, previous employees seeking reemployment, other applicants. This sequence may be affected by limitations made by the applicant regarding their location and the specific needs of the schools. While the Committee attempts to view the needs of the whole system of schools and make its recommendations accordingly, the actual employment of a teacher rests with each employing organisation – union or local Conference/Mission. If a teacher has special needs or aspirations these should be communicated through the local Conference/Mission education director. PROFESSIONAL DEVELOPMENT PROGRAM Graduation from a teaching course is only the beginning of a teacher’s professional development. In order for the graduate teacher to continue to develop their teaching skills a professional development program should be put in place. Teachers should be encouraged to register with the appropriate government authority and to seek progress through their levels of service. This should involve regular inspection and evaluation both by Mission/Conference Education Directors as well as government appointed personnel. Provision should also be made to ensure that all teachers receive regular professional development in the area of special character and Adventist ethos. Ideally this should be planned for every two years at least. SELECTED PERSONNEL POLICIES Job Description The designation of responsibilities is upon recommendation of the Teacher Placement Committee to the Conference/Mission as the employing body. Specific duties are assigned by the school administration and confirmed by the Conference/Mission administration. Education Directors’ Manual 169 Service Record For the purpose of long service leave entitlement and ultimately superannuation benefits, it is essential that an accurate service record be maintained. The first denominational employer, conference/mission or institution, should commence this record, keep it up to date, and pass it on at such times as a teacher is transferred. Upon termination of employment service records are to be returned to the South Pacific Division Human Resources Department for archiving. Annual Teacher Information Update Each year teachers are requested to provide updated biographical, educational and other information to their employing organisation to maintain an up-to-date profile on each teacher. This profile is used extensively by the Teacher Placement Committee when it endeavours to staff schools by matching school needs with teacher qualifications and preference. Opportunity is given on the up-date form for teachers to express their preferences and/or constraints for the next year. Dress Code In order to enjoy an effective teaching ministry, teachers are expected to dress attractively with due regard to modesty and the maintenance of church standards. Hours of Work The number of hours to be spent "on the job" each week is not specified. It is required, however, that teachers be at school at least half an hour before the first class of the day is scheduled to commence, and in time to attend staff worship and then remain at school at least half an hour after the last class is conducted unless otherwise specified and approved by Conference/Mission education director. Some teachers like to complete planning, preparation and marking activities at school after the pupils have been dismissed for the day. Others prefer to take work home and complete their planning, etc., in the evening. This is a matter of preference, except where staff and other meetings called by the school's administration require a teacher to remain at school for a specified period of time. Annual Leave Teachers are entitled to four weeks annual leave (five weeks for teachers in boarding schools) plus the statutory holidays in the State in which they work. Annual leave is usually taken at the end of the school year, but may be varied by arrangement with the employing organisation. It is intended that term ends be used principally for the preparation of school work and professional development, or for activities as may be prescribed by the employing organisation. Personal Leave Personal leave, including bereavement leave, carer’s leave and sick leave may be an entitlement depending on the legislation within your own country. The details and conditions of such leave should be obtained from the respective government authorities. A teacher who through illness is unable to attend school should notify the principal at the very earliest so that arrangements may be made for a relief teacher. In a one-teacher school the teacher should where possible advise the Conference/Mission director of education or the District Director of the Conference/Mission. For Teachers Trained in other than a Seventh-day Adventist Teacher Training Institution For teachers who have received their training in other than a Seventh-day Adventist institution, it is a condition of employment that a course in the philosophy of Seventh-day Adventist education be completed within the probationary period. Probationary status is maintained until this requirement is met. The cost incurred in completing this requirement is met by the employing organisation. Education Directors’ Manual 170 Remuneration and Benefits WAGES Wages are paid according to a variety of guidelines and regulations. These will reflect the employer’s policies and remuneration packages. Verification of the rates and conditions should be made with the conference/mission education director in the first instance. Where wages are received at an incorrect rate, the education director should be notified and a request made in writing for the problem to be rectified. ALLOWANCES Education subsidy This may be part of the Conference/Mission salary package. Details of entitlement can be obtained from the Conference/Mission Treasurer Advanced Study Assistance This policy enables authorised personnel to pursue, with or without release time privileges, an approved enrichment course or a study program leading to a recognised certificate, degree or diploma. Applications to pursue a study program should be processed through the local Conference/Mission Education Director. Superannuation Contributions Different governments have a variety of regulations on superannuation contributions. Details of entitlement can be obtained from the Conference/Mission Treasurer. Education Directors’ Manual 171 TAKING UP YOUR FIRST APPOINTMENT A PERSONAL MESSAGE As you prayerfully consider your future, the following procedure is offered as a guide to teachers accepting employment within the Seventh-day Adventist school system. There are three good reasons for following the suggested procedure: to do so will enhance good relationships with those with whom you will work over the succeeding months; information about your new work situation will reduce the amount of tension you will feel; and contact with Conference/Mission and school administrators will protect your entitlements under South Pacific Division Working Policy. As soon as possible after you receive your letter of appointment, you should write to the following persons: The Conference/Mission Secretary-Treasurer The following details and request should be included in your letter if not covered in the original letter of appointment: A formal acceptance of the appointment. Advice as to your expected date of arrival in the Conference/Mission (this should be no later than two weeks before the commencement of the school year of the state in which the school is located. Your pay commences from two weeks before the first day of school unless the Conference/Mission specifically requests your presence at a prior date). A request for clarification of housing arrangements, i.e., whether the Conference/Mission will make arrangements for you or whether you will be expected to make your own arrangements after you arrive. A request for details as to what is required of you in making arrangements for the transportation of your goods and effects; amount permitted, quotes required, and insurance arrangements. A request for authorisation for travel arrangements; most costs will be met, but you need authorisation before you proceed to incur expenses. The Principal of the school to which you are appointed They will be your immediate supervisor and closest working partner. During the conversation: express your pleasure at being appointed to the school ask for the date of the first staff meeting, or when you should report for duty Request an outline of your teaching load, timetable, school handbook, and any specific details attached to your position if you have not already received a copy of the Education Handbook, request that a copy be available for you on arrival. After arrival in the Conference/Mission present yourself to: The Conference/Mission Office Make yourself known to the Director of Education who will introduce you to the President, Secretary-Treasurer, and Accountant. These are the people with whom you will be working on a regular basis and it is helpful to all parties to have met you personally before the start of the year. When meeting the Secretary-Treasurer seek clarification on all your financial affairs relative to your new appointment. If you have questions regarding any entitlements, accommodation arrangements, allowances, or benefits seek counsel. Education Directors’ Manual 172 The School Introduce yourself to the principal and other staff. Immediately arrange time to spend with the principal to discuss your teaching load and other duties. Every school has certain unique organisational details and it is to your advantage to know these prior to the start of the school. Obtain copies of past teaching programs, textbooks, and other resources relative to your assigned classes. If you have been assigned public examination classes, do not fail to obtain copies of current syllabus requirements. Give high priority to becoming familiar with the school handbook, school policy statement, and the Education Handbook. Church It is highly recommended that you promptly decide which local church you plan to attend on a regular basis and request that your membership be transferred. This tells the community served by the school that you want to identify with them. At your earliest convenience also make yourself known to: the church pastor the school board chairman the Home and School Association chairman Sole Charge If your appointment is to a sole-charge school, the Conference/Mission Education Director is your immediate supervisor, and will give you the sort of guidance as outlined in “The Conference/Mission Office” above. All of the other advice above would have similar application. Education Directors’ Manual 173 Education Directors’ Manual 174 APPENDIX 16 Teacher Employment Forms 1. Teacher Employment Application Form 2. Teacher’s Biographical and Professional Information Sheet Please turn over to the forms Education Directors’ Manual 175 Education Directors’ Manual 176 TEACHER EMPLOYMENT APPLICATION SEVENTH-DAY ADVENTIST SCHOOLS SOUTH PACIFIC DIVISION Thank you for your interest in teaching in one of our institutions and for supplying the information below. It will help us make an informed decision What type of teaching employment are you interested in? Long-term Short-term Casual CONTACT DETAILS Surname _______________ Given Names ______________________________ Nickname _____________________ Sex ___________________ Birth date ________________________________ Citizenship ____________________ Address __________________________________________________________________________________________ Phone _________________ Mobile ___________________________ e-mail _______________________________ CHURCH RELATIONSHIP Are you a baptised member of the SDA Church? Date of Baptism _________________ Yes ______ No ____ Are you an active participant in your local SDA church program? Yes ______ No ____ What church offices do you currently hold? _____________________________________________________________ _________________________________________________________________________________________________ Name church where you are a member __________________________ Minister's name _______________________ Phone _____________________________ Mobile ______________ e-mail _______________________________ Minister's address ____________________________________________________________ Postcode __________ How often do you attend church? Weekly 3-4 times a month 1-2 times a month Less than once a month In what capacities have you served in your church? _______________________________________________________ _________________________________________________________________________________________________ Why are you a Seventh-day Adventist instead of a member of another church? ________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ CHRISTIAN EXPERIENCE AND BELIEFS How long have you been a practising Christian? __________________________________________________________ Give a brief account of your Christian experience and conversion ___________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Give your own definition of a Christian _________________________________________________________________ _________________________________________________________________________________________________ What are your views about the authority and historical accuracy of the Bible? _________________________________ _________________________________________________________________________________________________ What do you think about the theory of evolution and its relationship to what the Bible teaches? __________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ How do you relate to Adventist religious and cultural lifestyle issues? ________________________________________ _________________________________________________________________________________________________ What inspired you to seek a career as a teacher in the Seventh-day Adventist school system?_____________________ _________________________________________________________________________________________________ Education Directors’ Manual 177 PROFESSIONAL ATTITUDES Outline briefly your professional position for each of the following areas? Behaviour Management and discipline _________________________________________________________________ _________________________________________________________________________________________________ Discipline and corporal punishment? ___________________________________________________________________ _________________________________________________________________________________________________ The use of drugs, alcohol, tobacco and marijuana? ________________________________________________________ _________________________________________________________________________________________________ Homosexuality and gender issues?_____________________________________________________________________ _________________________________________________________________________________________________ Recreation and competitive sport? ____________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Professional Dress and behaviour codes? _______________________________________________________________ _________________________________________________________________________________________________ Entertainment and choice of music and recreational music? ________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ What do you believe is the most important function of a Christian school? ____________________________________ _________________________________________________________________________________________________ How would you rate your performance in classroom management and control? ________________________________ _________________________________________________________________________________________________ What do you consider is your primary motive in seeking a position in a Christian school?_________________________ _________________________________________________________________________________________________ What child protection and zones of safety in dealing with children are important to you? ________________________ _________________________________________________________________________________________________ REFEREES Please give the name, address and phone number for at least two people willing to supply a reference on your behalf. Name ____________________ Ph ______________ Mob ___________________ e-mail ____________________ Name ____________________ Ph ______________ Mob ___________________ e-mail ____________________ Name ____________________ Ph ______________ Mob ___________________ e-mail ____________________ Please add any other information which you consider may be relevant to your position or career or factors which you feel might be helpful to the Division and Union Departments of Education. Your comments relating to personal issues will be kept within the confidence of Division and Union Education Directors unless you specify narrower limitations. If you do not wish this information to form part of our personnel record please submit the information in a separate letter. ____________________________________________________________________________________________ _________________________________________________________________________________________________ HEALTH Have you had a recent medical examination? _______________________________ Date _____________________ ____________________________________________________________________ Have you had any recurring health problem? ___________ If yes, explain ___________________________________ _________________________________________________________________________________________________ Do you have any physical disabilities that might limit your teaching efficiency? _________________________________ If yes, give details __________________________________________________________________________________ _________________________________________________________________________________________________ POLICE RECORD Have you ever been convicted by any criminal court? _____________________________________________________ If yes, please give details _____________________________________________________________________________ Do you give permission for your prospective employer to run a police check? _________________________________ Education Directors’ Manual 178 ACADEMIC DEGREES AND/OR DIPLOMAS YOU HAVE EARNED Teaching Qualifications Institution where you studied Year graduated Degree or Diploma earned by you Institution where you studied Year graduated Are you currently engaged in further study? _______ If yes, please complete the following: Course, Diploma or Degree MAJOR of further study Subjects or areas Institution SPECIAL TRAINING OR INTERESTS Please mark any of the following for which you have special training, experience or interest. Art Piano Drama Choir Cooking Library Computers Photography Keyboarding Other Sewing Handcraft Debating Singing Outdoor Education Student Guidance Physical Education Career Guidance School Newspaper Musical Instruments Electronics First Aid Specify: EMPLOYMENT RECORD Add separate sheet if needed Years School Position Main subjects taught Reason for leaving Dates should be inclusive TEACHING PREFERENCES PRIMARY Mark YOUR Teaching Preferences Upper Primary Middle Primary Lower Primary Sole Charge Happy to teach any level SECONDARY Specify Teaching Fields Other subjects able to teach Major Major Minor Minor OVERSEAS EMPLOYMENT Are you available for OVERSEAS SERVICE in this Division? Yes Please tick the appropriate space In what year? Specify any places you will not go Education Directors’ Manual 179 No Will consider Undecided MARITAL STATUS Married Single Divorced SPOUSE DETAILS Surname ___________________________ Given Names __________________________________________________ Nickname __________________________ Maiden Name _________________________________________________ Birth date __________________________ Citizenship ____________________________________________________ Teaching qualifications held by your SPOUSE? SPOUSE Teaching Qualifications Category Institution where studied Year graduated Primary Secondary Tertiary Major and Minor Teaching Fields of SPOUSE Which? Major Teaching Field Minor Primary Secondary Tertiary If your spouse is interested in a teaching appointment please complete a separate form Other subjects able to teach DEPENDANT CHILDREN Given Names Male/ Female Year Born Given Names 1 2 3 Male/ Female Year Born 4 5 6 ATTACHMENTS I have attached or included with this application form the following (Please tick the appropriate boxes) 1 or or 2 or original academic transcripts for each tertiary award/degree you hold a photo-copy of your academic transcripts, certified as original by a Justice of the Peace if a Justice of the Peace is not accessible, include original transcripts WITH a request the originals be returned to you Photocopies of your government teachers registration documentation tick the box to indicate you do not have government teacher registration. DECLARATION My signature below, on this page indicates I have read, understand and accept the terms and conditions of employment as described in the South Pacific Division Teacher Employment Prospectus. Further, this declaration also signifies that my statements in this document regarding qualifications, employment history, reasons for resignation/terminations of previous employment and police record, are complete and accurate. Applicant's signature ________________________________ Thank you for taking the time to complete this questionnaire. Education Directors’ Manual 180 Date completed _________________________ Teacher’s Biographical and Professional Information Sheet Privacy Statement Your personal details will only be disclosed with your permission and will be confidentially filed in the Human Resource Office and the Education Department Please authorise by ticking this box Today’s date ___________________ I hereby grant permission that information supplied may be used for Human Resource recordkeeping PERSONAL DETAILS TITLE SURNAME LEGAL NAMES (In Full) PREFERRED NAME PREVIOUS SURNAME / ALIAS / MAIDEN NAME MALE ADDRESS FEMALE PHONE DATE OF BIRTH EMAIL ADDRESS Married? NO YES Other?__________________________ DENOMINATIONAL AFFILIATION SDA MOBILE CITIZENSHIP BAPTISED OTHER ____________________________ CURRENT SCHOOL EMPLOYMENT DETAILS Years of service (please state number for each and count current year as a full year) Current school: In denominational service: Name of current School Mission or Conference Union Position (check one) Category (check one) Status (check one) Principal Full-time Probationary – Yr 1 Deputy Part-time Probationary – Yr 2 Head of Department Casual/Relief Probationary – Yr 3 Subject Coordinator Volunteer 4-9 Years Teacher Contract 10 Years and over ESL/Remedial Student Regular Teacher/Librarian Snr Teacher I Other – Specify: Snr Teacher II Preferred Teaching Level (PRIMARY) Upper Primary Middle Primary Lower Primary Sole Charge Any Other - Specify Do you hold a current First Aid certificate? List hobbies/interests which may be used in teaching, e.g. play the piano 1. 2. 3. NO YES Teaching Areas (SECONDARY) Major Fields: As listed on your transcripts Minor Fields: As listed on your transcripts Subjects you currently teach: Other areas you are able to teach: Indicate level EMPLOYMENT RECORD – Teaching only School Education Directors’ Manual Position Main Subjects and Grades taught 181 Period of Service EMPLOYMENT RECORD - Non Denominational Institution Position Period of Service EDUCATIONAL RECORD Please attach certified copies of transcripts for each qualification Degree/Diploma/Certificate Minor and Major Fields ARE YOU CURRENTLY DOING ADVANCED STUDY WORK? Degree/Diploma/Certificate Institution NO YES Minor and Major Fields Year Completed If yes, please enter details below Expected Completion date Institution 1. _____________________________________________________________________________________________ Please list workshops or seminars attended within the last two years 2. _____________________________________________________________________________________________ 3. _____________________________________________________________________________________________ SPOUSE DETAILS TITLE SURNAME LEGAL NAMES (In Full) PREFERRED NAME PREVIOUS SURNAME / ALIAS / MAIDEN NAME MALE ADDRESS FEMALE PHONE DATE OF BIRTH EMAIL ADDRESS CITIZENSHIP DENOMINATIONAL AFFILIATION SDA MOBILE BAPTISED OTHER _______________________________ SPOUSE’S EDUCATIONAL RECORD Degree/Diploma/Certificate Major and Minor Fields Institution Year Completed Primary or Secondary? If qualified as a teacher what subjects can they teach? 1. _______________________________ 1. _______________________________ 2. _______________________________ 2. _______________________________ DEPENDANT CHILDREN Name Education Directors’ Manual Male/Female 182 Birth Year APPENDIX 17 SOUTH PACIFIC DIVISION EDUCATION STATISTICAL RETURNS GENERAL INSTRUCTIONS FOR UNION EDUCATION DIRECTORS - 2011 1. The union, mission or conference education director sends the School Annual Statistical Report form (Form 1) to each school at least in September of every year and the principal fills it out and returns it to the director by the end of November of every year. 2. Before sending out these forms, please make sure that the current year (newest version) of the forms and these instructions are sent to schools as the information requested has changed significantly. 3. The reporting period is from January to November of each year. Statistics compiled for government and other purposes in third or fourth term will be used. In this respect the report is a closing report rather than an opening report. 4. The mission or conference director will summarise the reports returned by the schools on the forms provided by the SPD Education Director. These are: Form 2 - General Information on Schools Report Form 3 - Summary of Enrolments + Baptisms for Report, and Form 4 - Summary of Staff Report. 5. All summary forms from the missions/conferences are to be returned to the union office by the end of the school year or at the latest December 31. Also, the mission/union directors are to send all individual forms from each school to the union. If there are remote schools and some reports do not return in December, then all reports must be sent to unions by January 30. However this timing is not desirable given that the GC expects all reports from divisions by February 18, of the next year. 6. The union director summarises the information from the missions/conferences and sends these summaries on to the SPD using the same three sections (as in point 3 above) that missions/conferences have used, along with the reports from each individual school. This is so that the SPD can check for causes of anomalies in reporting. 7. All staffing numbers are calculated as full time equivalent (FTE). This means that the total number of staff in a school may include part-time personnel. Full time personnel’s FTE is 100% or 1, but the FTE for someone who works half a day’s hours is 50% of a full time load or 0.5. Thus, if you have one full time staff member and 2 staff members who work half a load, the total of staff (FTE) will be 2. 8. School Annual Statistical Report (Form 1) 9. An SDA student is one who is a baptised Church member, or one who comes from a home where at least one parent is an SDA Church member. Full–time NON Teaching staff includes personnel who are not engaged in classroom teaching. They may be non-teaching administrators, a librarian, boarding school staff, or teacher aides who do not actually teach. Summary of enrolment and Baptisms of Schools for the Annual Statistics Report (Form 3) Baptisms can be hard to calculate under some circumstances. If a student has taken Bible studies at school or has made a commitment at a week of prayer and is then baptised at a church, that student would be counted as a school baptism for reporting purposes. Education Directors’ Manual 183 10. Summary of Staff Annual Statistical Report (Form 4) 11. Columns 5 and 6 (Number of Teachers, SDA, non-SDA) refer to teachers only, not all staff. Column 7 refers to any teaching qualification from an SDA institution. Column 8 refers to any DEGREE from ANY Tertiary institution. Columns 9-10 refer to certification. Is the teacher certified or registered by the government to teach in the state he/she operates in, or is he/she certified only by the SDA school system? If the SDA certification also satisfies state requirements, then the teacher would be counted in both columns 9 and 10. Ensure that all education directors in your union have a copy of the GC document Categories of Seventh-day Adventist Schools (Form 5 on the spreadsheet) and ensure that details are updated every year. New schools or new school names need to be added and schools no longer operating need to be removed from the list. There is an Accredited Institutions list and an Authorized Institutions list. Please update both lists listing ALL tertiary and secondary schools in the appropriate lists. If the institution is not accredited then it should be listed in the Authorized list. 12. Calculating Primary and Secondary School Years There is variation between unions regarding what years or grades constitute primary and secondary schooling for reporting to the GC. Note the following: The Pre Prim category in the School Annual Statistical Report refers to preschool years. Please insert figures for any preschool students but do not count these as primary school students. Any school that has only Years 7-10 or a subset of these (e g Years 9-10) is counted as a secondary school. If a school has Years K-10 it is both a primary school and a secondary school. In other words it must be reported as two schools for GC purposes. If a school is K-12, it is two schools for GC purposes. In AUC primary school is Kindergarten to Year 6, and in a few cases Year 7. All other years are secondary. In NZ and Cook Islands primary school is Years 1-8, and secondary school is all years above Year 8. In French Polynesia primary school is Elementaire (Section Petits to Cours Moyens 2). Secondary school is Sixieme to Troisieme. In the Solomon Islands, primary school is currently all years to Year 6, and secondary is all years above Year 6. In Fiji, primary school is currently all years to Year 7 and secondary is all years above Year 7. However the situation will change further. In Fiji, an exception to the rule is Fulton Primary School, where currently all years to Year 8 are counted as primary. In Samoa, primary school is currently all years to Year 6 and secondary is all years above Year 6. In Tonga, primary school is currently all years to Year 6 and secondary is all years above Year 6. In Kiribati there is one secondary school only. In Tuvalu there is one primary school only. In PNGUM, primary school is Prep through to Grade 8, and secondary is any grade above Grade 8. Thank you for taking note of these important issues to help us get more accurate statistics. Regards Malcolm Coulson Director of Education SPD Education Directors’ Manual 184 Education Directors’ Manual 185 Education Directors’ Manual 186 Education Directors’ Manual 187 Education Directors’ Manual 188 FORM 5 Categories of ACCREDITED Seventh-day Adventist SECONDARY Schools AND TERTIARY INSTITUTIONS as expected by General Conference General Classification System G C JC CS CSB PS WT A tertiary-level institution offering one or more graduate degree programs under its own authority. A tertiary-level institution offering one or more baccalaureate degrees under its own authority. A tertiary-level institution offering less than four years of post-secondary studies (not leading to a baccalaureate degree). A complete secondary school (providing basic requirements for admission to tertiary institutions in the country). A complete secondary school (providing basic requirements for admission to tertiary institutions in the country), with boarding facilities. A secondary school offering a partial program of studies (not providing basic requirements for admission to tertiary institutions in the country). An employee training school offering secondary-level and/or advanced studies. Please update details for your own SECONDARY schools AND TERTIARY INSTITUTIONS only Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities Directory of Authorized Institutions South Pacific Division Name of Institution Incomplete and Vocational Schools Afutara Adventist Vocational School Batuna Adventist Vocational School Bekabeka Junior High School Burns Creek Junior High School Buruku Junior High School Jones Academy Community College Kauma Adventist High School Kempsey Adventist School Kukele Adventist High School Mizpah High School Navesau Adventist High School Talakali Adventist Junior High School Tenakoga Junior High School Category WT WT CS CS CS CS CS PS CS CS CS CS CS Location Administrator Malaita, Solomon Islands Solomon Islands Western Solomon Islands Honiara, Solomon Islands Western Solomon Islands Western Solomon Islandsq Abemama, Kiribati Kempsey NSW Australia Western Solomon Islands Neiafu, Tonga Wainibuka, Fiji Malaita, Solomon Islands Honiara, Solomon Islands Peter Safue Rueben Venokana Undikolo Pelobule Samson Panda Mahlon Lianga Kenny Elisha Harold Panda Royce McMurtrie David Poloso Ehasi Mikaele Samuela Ligabalavu Waletim Toata Partinson Bekala Established 1972 1924 1977 Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities Directory of Accredited Institutions South Pacific Division Name of Institution Postsecondary Schools Avondale College Fulton College Pacific Adventist University Sonoma Adventist College Secondary Schools Australian Union Conference Avondale Adventist High School Blue Hills College Border Christian College Brisbane Adventist College Carlisle Christian College Carmel Adventist College Central Coast Adventist School Darling Downs Christian School Gilson College Henderson College Hilliard Christian School Lilydale Adventist Academy Macarthur Adventist School Macquarie College Mountain View College Northpine Christian College North West Christian School Nunawading Adventist College Prescott College Sydney Adventist College Tweed Valley Adventist College Name of Institution New Zealand Pacific Union Conference Auckland Adventist High School Christchurch Adventist High School Longburn Adventist College Papaaroa High School Tiarama et College Papua New Guinea Union Mission Kabiufa Adventist Secondary School Kambubu Adventist High School Mount Diamond Adventist High School Paglum Junior High School Trans Pacific Union Mission EducationAore Directors’ Manual Adventist Academy Betikama Adventist College Beulah College Category Established First Accredited Accreditation Expires John Cox Joseph Pita Branimer Schubert Samson Kuku 1892 1904 1984 1968 1980 1987 1987 1987 2009 2012 2012 2011 Cooranbong, NSW, Australia Lismore, NSW, Australia Albury, New South Wales, Australia Mt. Gravatt, Queensland, Australia Mackay, Queensland, Australia Carmel, West Australia Erina, New South Wales, Australia Toowoomba, Qld. Australia St. Albans, Victoria, Australia Mildura, Victoria, Australia West Moonah, Tasmania, Australia Lilydale, Victoria, Australia Macquarie Fields, NSW, Australia Wallsend, NSW, Australia Doonside, NSW, Australia Kallangue, Queensland, Australia Penguin, Tasmania, Australia Nunawading, Victoria, Australia Prospect, South Australia Sydney, NSW, Australia Murwillumbah, NSW, Australia David Faull David Hobson Paul deVille Jack Ryan Eben deWitt Gavin Williams Dean Bennetts Steve Cowley Mark Vodell Sandra Ferry Bev Norman Ben Thomas Jill Pearce Bruce Youlden Jenny Gibbons Graham Baird Cheryl Walsh Lyndon Chapman Craig Mattner Murray Chapman David McClintock 1892 1978 1942 1973 1978 1907 1962 1942 1988 1951 1933 1964 2001 1933 1981 1940 1950 1974 1937 1937 1961 1989 1995 1990 1993 1988 1989 1993 2005 1997 1993 1992 1984 2002 1993 1992 1993 1993 1993 1988 1984 1987 2010 2012 2007 2010 2012 2010 2008 2010 2008 2009 2009 2011 2011 2010 2008 2010 2009 2011 2010 2011 2008 Location Administrator Established First Accredited Accreditation Expires CS CS CSB PS CS Auckland, New Zealand Christchurch, New Zealand Longburn, New Zealand Rarctonga, Cook Islands Papeete, Tahiti Fitu Ah-Young Danny Carrasco Bruce Sharp Gregory Taikakara Georges Deligny 1942 1925 1993 1938 1960 1988 1988 1987 2000 2000 2006 2010 2012 2005 2005 CSB CSB CS CS Goroka, Papua New Guinea New Britain Island, Papua New Guinea Boroko, Papua New Guinea Mt. Hagen, Papua New Guinea Jones Ponduk Benjamin Mason Geoffrey Kombil John Rau 1953 1950 1972 1957 1995 1997 1994 2000 2003 2004 2004 2002 CSB CSB CS Aore, New189 Hebrides Guadalcanal, Solomon Islands Nuku’alofa, Tonga David Rodgers Dedily Masaea Mele Vailhola 1928 1948 1938 1997 1994 1990 2004 2009 2003 G C G C CS CS CS CS CS CSB CS CS CS CS CS CSB CS CS CS PS CS CS CS CS CS Category Location Administrator Cooranbong, NSW, Australia Tailevu, Fiji Boroko, Papua New Guinea Rabaul, Papua New Guinea Education Directors’ Manual 190 CUBE TEMPLATE E.G. White – Discipline Each child is different. Have a few rules well chosen. Direct a child without undue control. A child’s mind is not to be dominated. Make obedience as easy as possible. Give the child opportunities to be trusted. Teach a child to obey by gentle, persistent effort. Liberty and freedom only come within the Law of God. Every person is able to choose what is right. Object of discipline is to teach the child selfgovernment Train a child to self-control by offering choices Do you wish to control others? First control yourself. Remember the golden rule when disciplining. Discipline in private, do not make a public example. School should be a place of refuge where faults are dealt with kindly. The worst child may not be that way given wise discipline. Sympathy not self-pity. Life is tough and unforgiving. Cut out and fold on lines Paste sides to form a cube Education Directors’ Manual 191 Do not resort to faultfinding. Flowers don’t bloom in a storm. Nagging produces discouragement and hopelessness. Force often breeds rebellion Lead a child to see the wrongdoing themselves. Education Directors’ Manual 192
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