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Part One

Induction

For many newly appointed principals and teachers the experience of a Remote Community School will be a new and exciting challenge. There is much to learn about the new circumstances in which they find themselves, and no number of induction processes can ever totally prepare the appointees for the work which lies ahead. Like all situations, it will have its ups and downs and there will be times when problems appear insurmountable. However, the mere fact that you have chosen this pathway demonstrates a commitment to a vocation and the chance to make a difference.

...the future teachers I try to recruit are those who have refused to allow themselves to be neutered, either in their private lives or in the lives they intend to lead in school. When they begin to teach, they come into their classrooms with a sense of affirmation of the goodness and the fullness of existence, with a sense of satisfaction in discovering the unexpected in their students, and with a longing to surprise the world, their kids, even themselves, with their capacity to leave each place they've been ...a better and more joyful place than it was when they entered it
[Jonathan Kozol, Ordinary Resurrections: Children in the Years of Hope]

It is this sense of vocation that Kozol describes, that separates the mediocre from the believers that through their efforts and the efforts of the community, children can and will achieve.

This does not come without hard work and some sacrifice as Mark Williams explains.

Some of the tough aspects of leading a RCS and its community. Some of the tough aspects of leading a RCS and its community.

Despite an acceptance that no induction process will guarantee total preparedness, there are steps that can be taken to ensure a smoother transition into the role of principal of a Remote Community School.

Organisations such as Dare to Lead and the WA Institute for Professional Learning provide induction for teachers and administrators and all appointees should participate in as much learning of this nature as possible.

There are several aspects to preparedness and understanding of the new role:

  • Personal Preparations [System and Operations].
  • Knowing the School.
  • Knowing the Community.
  • General Preparations.

Personal Preparations [System and Operations]

Discussions with principals who had completed 12 months service in a RCS revealed that broadly speaking, they didn't know what they didn't know. They would have sought a wider knowledge about matters related to:

  • Human resources and staffing.
  • Financial management processes.
  • What actually happens in a school in the first two weeks?
  • Thorough curriculum knowledge.
  • Knowing who to ask for assistance.
  • How to manage your time better in an administrative role.
  • School improvement planning and evidence based decision making.
  • Targets and goals for achievement in Aboriginal Education at a broader level.

Knowing the School

Interviewees without exception have stressed the critical issue of knowing the school to which you are appointed. Ideally, the appointee should visit and spend at least a week on site prior to taking up the appointment. This is not always practical. However, steps can be taken to gain a workable picture of the school.

Contact the principal by way of introduction and also to access materials which will assist you in forming a vision of the school and its environment. These are some of the questions you may wish to ask:

  • Has a hand-over file been prepared and could you have access to it?
  • What are the staffing circumstances?
  • What projects are 'on the go' and will require completion?
  • Could you have access to the school's development plan?
  • What are the enrolment trends and are they likely to be influenced in the near future?
  • Is there an operational network of like schools in the region?
  • If so, who is the Network Principal?
  • Does the school have operational procedures outside the norm? [eg. Instructional times]
  • Is there a current School – Community Partnership agreement?
  • What are the names and roles of Community Leaders engaged in the school's workings?
  • Are there specific school policies and could you have access to them?
  • Are there appropriate resources to start the school year?
  • Are all essential utilities in the school connected and in order?

Knowing the Community

It is vital to learn about your new community or at least as much as is possible in the early stages of appointment. Again and ideally, a visit would show commitment and interest in the position and would enhance the community's judgements about their new principal. Alternatively, an arrival well in advance of the school year's starting day would be very effective. As Edie Wright says ...you will be under close scrutiny from the minute you arrive and the people will note your habits, interests, dress, behaviours and what music you like... [Edie Wright, Manager Aboriginal Education, Kimberley District WA].

As a first step, get to know your AIEO's. They have been there many years before you and will be there many years after you. They will be your most valued human resource and consultants.

There are many ways of getting to know your community in the early stages. These might include:

  • Asking questions but being cautious about sensitivities.
  • Listening.
  • Learning about cultural issues.
  • Learning about key family groupings.
  • Learning about the extent to which traditional laws apply in your community.
  • Welcoming key personnel and influential elders in the community.
  • Always being diplomatic. There may be good reasons for the way 'things' are done.
  • Learning about 'no go' areas.
  • Projecting high professional standards in all dealings.
  • Inviting the community [parents] to an introductory chat prior to school commencement.

General Preparations

By definition you will be in a very isolated location. There will be services no longer readily available to you and your family at short notice. All communities are different and some have greater accessibility to regular services than others although the days of the 'once a fortnight mail plane' are quite likely long gone.

There are steps you can take to minimize the transitional effect of moving to a remote location.

  • Engage in a thorough health and dental check.
  • Clarify the circumstances and condition of your accommodation.
  • Obtain information about utilities and communication services.
  • Is it advisable to take your own vehicle?
  • Contact your RED for any 'must know' circumstances to avoid any surprises.
  • What are the travel arrangements for you and your family?
  • Prepare yourself for a hefty increase in workload.
  • Seek WAPPA's assistance in finding a mentor principal.
  • Attend all induction courses.
  • Contact the Regional Manager of Aboriginal Education by way of introduction as well as any information which may be useful to you.

The WA Primary Principals Association has a very useful publication entitled Level 3 – A Guide to the First Year which is available on request by emailing wappa@wappa.net.au or telephoning 08 6380 1755. Additional information on system provisions for the induction of new teaching staff and principals to RCS's can be found in Module 6 Part 3.

It has been said that working in a RCS should be a first choice not a substitute for not achieving a more desirable location. Many principals currently leading their RCS's are committed to the challenges and satisfaction gained in working with Aboriginal children as demonstrated by Danielle Woodhouse, Principal Dawul RCS, Kimberley, WA.

Working in a Remote Community School has it's Rewards. Working in a Remote Community School has it's Rewards. Flash video title -Key Principles
  • Sound preparation is the key to a smooth transition to leadership of a RCS.
  • Personal preparations for self and family are paramount.
  • Enthusiasm and commitment to the position must be visibly obvious.
  • Getting to know the culture of the community is a priority for building relationships.
  • An energetic handover process will assist in understanding the school's operations.
  • It's important to listen and learn in the early stages of the appointment.
  • The transition to administrator / teacher will require new time management skills.
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