EEdduuccaattiioonn DDiirreeccttoorr’’ss MMaannuuaall ffoorr
TThhee PPaacciiffiicc
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 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
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 How often do we Why do we meet? What do we discuss? meet? School At least annually. To share information Purpose of visit. administration Those that miss and gain/maintain Stories of success and and teachers. out should be support. challenges from around added to the next To listen and address the Mission. round of concerns. Discuss items from staff visitations. Develop team spirit. and admin. Seek solutions. Progress and observations of the school. Parents and While visiting the To share information Stories of success and church members. schools. Usually and gain/maintain challenges from around after school or support. the Mission. evening or during To listen to and address On Sabbath opportunity to a Sabbath concerns. preach or run AY program or AYs. education theme. Listen to concerns and seek solutions. Mission After returning Report on school visits. Report on present state of Administration. from a school Build team spirit. mission education. visit. Enlist support for Future plans and needs. present and future Seek solutions for developments. challenges. Government At least once per To develop networking. Report on present state of education term. To keep abreast of Mission education. officials. government policy and Information gathering on direction. government direction for To report on present education. and future needs. Dialogue and support for To report on successes. Mission initiatives in education. Ex-students and Annually. Possibly To develop networking. Present state of Mission business people. a dinner or other To share successes and education. formal occasion. challenges. Outlining future needs and To enlist financial and plans. capital support. 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 The Australian Educational Researcher is published 3 times each year. www.elsevier.com/locate/ijedures International Journal of Educational Research has a global content of research. www.acer.edu.au The Australian Council for Education Research has relevant and up to date research on classroom practice along with other research. www.nzcer.org.nz 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 Do your schools have enough land to operate on? If not what can you do Campus 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 Do your schools have sufficient curriculum materials? What curriculum are and Delivery 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 Red Haired Musicians and their Preference for Musical Style Title #2 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 Amount Amount Budget for a three year funding proposal budgeted for budgeted for Budgeted for Year 1 Year 2 year 3 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 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: ADRA XXXX Principal Contact and Position: Name - Program Director Telephone Number(s): Fax Number: E-mail Contact:
ADRA Australia Principal Contact and Position: Name – Program Coordinator Telephone Number(s): Fax Number: E-mail Contact:
PROJECT DESCRIPTION Project Brief:
Project Name: Project Title
Region(s): Specify project locations in country Sector(s): What sectors will the project work in. e.g. Water and Sanitation Implementing Partner(s): Who will be your main implementing partners (local CBOs, NGOs, Government) Estimated # Beneficiaries: How many households or people or teachers etc. Expected Start-up Date: Expected Finish Date: Project Duration: Estimated AUD Value: Total of proposed project in Australian Dollars. BANK ACCOUNT DETAILS 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 Male Female Total Beneficiaries
{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 Risk Event Mitigation Strategy Social You may include some risk events for each risk You may include at least one mitigation strategy for domain each risk event Technological Economic Ecological Political
Education Directors’ Manual 21 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 Local Currency Budget Budget INCOME ADRA Australia Income 200,000 448,000 Other Income 215,000 462,750
Total Income 415,000 910,750
EXPENSES Activity Personnel Costs: Project Staff Salary and Allowances 174,300 382,618 Total Activity Personnel Costs 174,300 382,618
Activity Non Personnel costs: Training 19,280 40,500 Equipment 34,700 74,085 Materials 108,200 236,322 Transportation 37,020 80,200 Total Activity Non Personnel costs: 199,200 431,107
Activity Support Costs Administration 18,675 40,960 Monitoring and Evaluation 22,825 56,065 Total Activity Support Costs 41,500 97,025
TOTAL EXPENDITURE TO DATE 415,000 910,750
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 Behavior Every mature human being-whether they realize it or not-has a worldview, Rules, Conventions that is, a comprehensive perspective of the universe and of life, from which Values they understand their existence, make choices, established priorities, and Beliefs, Convictions chart their destiny. As Ayn Rand stated: Worldview Consciously or subconsciously, explicitly or implicitly, man knows that he Faith 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 life, his every choice, decision and action.[2] 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 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. Langdon Gilkey, a U.S. theologian, connects the concept of worldview with "a shared system of meanings."[3] 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 order and disorder are judged, the standard by which reality is managed and pursued."[4] 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,[5] a worldview answers four fundamental questions: 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 human beings, reality, evil, and the good life. Nicholas Wolterstorff calls these convictions "control beliefs."[6 ] 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 WORLDVIEW following chart: Control Beliefs Basic Narrative 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 PHILOSOPHY ideas to transform and inspire: "You will know the truth, and truth will Epistemology set you free" (John 8:32 NIV). And in two strong passages, the apostle Ontology and Metaphysics Paul warned Christians: "See to it that no one takes you captive through Ethics hollow and deceptive philosophy, which depends on human tradition Aesthetics Axiology 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 Fighting on two fronts
Education Directors’ Manual 28 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
GOD
= UNIVERSE UNIVERSE UNIVERSE GOD NATURALISM THEISM PANTHEISM And His authority
The biblical worldview, elaborated by Ellen White as the Great Supernatural Realm Controversy overarching narrative, may be diagramed in the following manner: Heavenly Personalities Evil Personalities and The biblical worldview, elaborated by Ellen White as the Great and Powers Controversy account provides seven key events that impact human Powers existence: Natural Creation in heaven: In the remote past God creates a perfect habitat Realm and populates it with intelligent beings. = Our Universe Rebellion in heaven: The most exalted heavenly creature rebels against God and is banished to Earth together with his followers. 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, self- hypnosis, 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 Biblical Neopantheism Humanism Christianity (Neo-spiritualism) 1. Prime reality An infinite, transcendent God, who acts in The spiritual universe, which is the universe and is knowable by human God/Mind/One/All. beings. 2. Nature of God A personal (triune), creatively active, An impersonal and amoral omniscient, and sovereign Being, who is the God/Mind/One/All. source of morality. 3. Origin of the universe and life: Created by God by the power of His word, to Manifestations of the eternal The universe is eternal and operates as a operate with a uniformity of cause and effect God/Mind/One/All. in an open system. 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: God's self-disclosure in Jesus Christ and Trained introspection plus channeled Human reason and intuition working through through the bible, human conscience and revelations of God/Mind/One/All, and confirmed by the scientific method. reason illuminated by God the Holy Spirit, and confirmed by experience. 5. Nature of human beings: Physical-spiritual beings with personality, Spiritual beings, a part of God/Mind/One/All, created in God's image, capable of free moral temporarily residing in material bodies. Complex "machines;" highly evolved animals. decisions, now in fallen condition. 6. Purpose of human life: Establishing a loving relationship with God, Transition toward progression (or regression) Uncertain and arguable: self-fulfilment, realizing our potential, serving our fellow until union with God/Mind/One/All is pleasure, service, and betterment of the next humans, enjoying this life, and preparing for achieved. generation. eternal life. 7. Basis of morality: Unchanging character of God (just and Inner impulses and inclinations; there is no Majority opinion, contemporary mores, merciful), revealed in Christ and in the Bible. "right" or "wrong" behavior. tradition, particular circumstances, or a combination thereof. 8. Human predicament: Sin: conscious rebellion against God and his Ignorance of reality and of true human Ignorance of reality and true human principles; attempt to enthrone humans as potential; lack of comprehension of autonomous and self-sufficient creatures; as supernatural communications; inattention to potential; bad laws; incompetent government; lack of human understanding a result, the image of God became defaced environmental balance. and cooperation; polluted environment. and the entire world suffered.
Education Directors’ Manual 31
Secular Biblical Neopantheism Humanism Christianity (Neo-spiritualism) 9. Solution to the human predicament: Spiritual rebirth: faith in divine redemption Change in consciousness, which leads to Better education, more support to science, through Jesus Christ, that leads to a new life better self-understanding, human relations, of loving obedience to God, adequate self- and care of the biosphere--self-redemption. technological progress, just laws, competent government, improved human understanding understanding, proper human relationships and cooperation, and care of the biosphere. and care of our earthly home. 10. Death: An unconscious parenthesis (other Christians: An illusion; entrance into the next stage in entrance into another conscious state). cosmic life. Final end o existence in its entire dimension. 11. Human history: A meaningful sequence of events, guided by An illusion and/or a cyclical process. Unpredictable and without overarching free human decisions, but also supervised by purpose, guided both by human decisions God; moving toward the fulfilment of God's overall plan. and by force beyond human control. 12. Ultimate human destiny: Transformed beings in a New Earth, or Permanent union with God/Mind/One/All; Nothingness. eternal annihilation (other Christians: eternal loss of individuality in eternal bliss. punishment for the wicked).
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 determined by whoever has the power to shape language.ii[9] 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 community of believers.iii[10] 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 and body. All the treasures of the universe will be open to the study of God's redeemed.iv[11] 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 a senior academic with career experience and expertise who is willing to share their knowledge Supporters give moral support and encouragement Coaches provide feedback on specific tasks Sponsors are a source of information about opportunities, contacts etc. and help mentee to access them Role Models 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 is approachable, keeps meeting, provides feedback on time reliability Empathy has personal insight into a mentee’s skills, need and personal circumstance while understanding that these will differ from their own experience Open‐mindedness respect for mentee’s individuality, working style, background, career, goals Consistency and act on principles, demonstrate good values and ethical practices both personally and in a integrity research context Patience doesn’t teach or instruct, assists the mentee to explore their options and supports them in taking action Honesty 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. Performance Management Policy 2. Performance Management Process 3. Job Description/Professional Standards/Performance Indicators 4. Specific Responsibilities 5. Performance Agreement - Teacher 6. Performance Evaluations a Mid-term Evaluation b End-term Evaluation 7. End -term Summary a Performance Evaluations Summary b Staff Member (Dispute Process) 8. Performance Agreement - Management Unit 9. Performance Evaluation - Management Unit a Mid-term Evaluation b End-term Evaluation 10. 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 ______Date ______
Education Directors’ Manual 41 Performance Management Process
January 1. Discuss the Performance Management Process with staff 2. Review the professional standards with staff 3. Review and revise (as necessary) the performance indicators 4. 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 teacher- ______minister 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. Fulfil responsibilities, ie be ______on time for duty ______2. Arrive/leave school allowing ______time for planning, ______preparation. ______3. Maintain positive ______relationships with parents ______and the community ______4. Is willing to contribute to ______extra curricula activities ______5. Maintains ongoing contact ______with outside agencies ______6. Attendance at and ______involvement in professional ______development ______7. Willingness to read ______educational articles and to ______incorporate ideas into ______teaching practices ______8. Takes an active part in ______performance evaluation and ______develops a reflective mode ______of improving professional ______competence. ______9. The obvious is stressed ______10. Key ideas are concentrated ______on ______11. Consolidation is carried out ______12. A range of senses/materials ______are used ______13. Practice is provided ______14. 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: ______Position ______
Key Task 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 Seventh- ______day Adventist world view ______4. Understand dual teacher- ______minister 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 self- ______evaluation, 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 self- ______development ______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: ______Position ______
Key Task Indicators Support Reporting Time 1.
2.
3.
Principal’s signature Chairperson’s signature
Education Directors’ Manual 62 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 ______Date of Visit ______
AREA 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 COMMENTS 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 ______
Overall Comments ______
Education Directors’ Manual 71
AREA COMMENTS 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 ______
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 COMMENTS 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
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 ______
Overall Comments ______
Education Directors’ Manual 74
AREA COMMENTS 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 ______
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 ______
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 ______Class ______Date ______
Education Directors’ Manual 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 COMMENTS 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 ______
Overall Comments ______
Teacher ______Class ______Date ______
Education Directors’ Manual 79
AREA COMMENTS 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 ______
Overall Comments
______
Teacher ______Class ______Date ______
Education Directors’ Manual 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 ______Class ______Date ______
Education Directors’ Manual 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 ______
Teacher ______Class ______Date ______
Education Directors’ Manual 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 ______
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 self- study 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 Seventh- day 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 self- control. 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.
Needs Very Question Urgent Needs Good Good Plan Work Work Work 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 Needs Very Question Urgent Needs Good Good Plan Work Work Work 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 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 Name School Status
From Year Award which graduated Degree Institution
Secondary Teachers
Teaching Major Minor Fields
Grade Subject Allocation
out of Class Period load maximum size
Maximum Minimum Average
Primary Teachers
Grade/s Class size taught
Education Directors’ Manual 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
Excellent Good Average Acceptable Poor Not Applicable 1 2 3 4 5 0
Excellent Good Average Acceptable Poor Not Applicable
Facilities 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 Class Records Weekly/Daily work book 1 2 3 4 5 0 Attendance and Evaluation Record 1 2 3 4 5 0 Professional Performance 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 Programs of Work 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
Education Directors’ Manual 132
Excellent Good Average Acceptable Poor Not Applicable
Personal Qualities 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 General Relationships 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 Further Comments ______
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 Kept accurately and entered regularly in harmony with requirements. Is criteria used record 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 Plans ahead, is able to anticipate instructional problems encountered by students, preparation 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 Is able to identify individual differences and to modify instruction to match individual individual differences needs. Challenges students to work to capacity. Logical presentation of Ordered and logical sequential steps are readily identifiable, suitable reinforcement of material 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 Suited to skills and ability of students, integrated with lesson presentation and assignments 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 Were they varied, sufficient and suited to class level? assessment procedures 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 Do students understand the details, scope and standards required in the course/s requirements 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 Is the statement clear, concise and reflecting the teacher's personal philosophy of General Objectives 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 Is a short statement included on how and when students' work will be evaluated? Is the criteria formula to be used in determining periodic assessment scores set down? Comments of effectiveness Is a short comment made at the completion of each unit or topic? Do comments include of work 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 Takes an active part in church sponsored programs and is willing to accept a share in activities church duties and responsibilities. Commitment to Adventist Is supportive of Adventist education and committed to implementing its philosophy. education Performance of assigned Is careful, methodical and reliable, works without prompting, is willing to assist others. duties
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 Major Minor Fields
No of Periods Class sizes: Maximum Minimum Average Taught
Primary Teachers
Grade/s Class size taught
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 Teacher Date of Interview
Education Directors’ Manual 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 Years of Experience Classes taught Year of Induction Name of Teachers (if any) and/or periods per Appointed week Support Teacher
Education Directors’ Manual 141 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. "the organisation" means South Pacific Division of the Seventh-day Adventist Church.
(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 repayment of the principal sum plus interest thereon ("the debt") "The weekly wage factor" means the weekly wage factor set by the organisation and applicable at the date Clause 9 or Clause 10 first applies.
(b) The debt shall be and be deemed fully repaid after the borrower delivered five years' post graduate service.
"post graduate service" means 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.
(c) 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 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 principal sum" means 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.
"termination" means the operation of Clause 9. "discontinuance" means 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) employment, or (ii) continuing employment, or (iii) alternative employment, or (iv) 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) the lender, or (ii) the organisation, or
Education Directors’ Manual 144 (iii) the church, or (iv) 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) the secretary of the lender, or (ii) an assistant secretary of the lender, or (iii) an accountant of the lender, or (iv) 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) shall be served on the borrower personally, or by pre-paid post to the borrower's last known address. (ii) 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. (iii) 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. (iv) such notice if sent by pre-paid post shall be sent by air mail whenever an air mail service is available. (v) such notice if sent by pre-paid post shall be deemed to be served one week after posting.
Clause 4. 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. TERMINATION OF DEGREE COURSE 9.1 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) the borrower has failed to strive diligently for the degree, (ii) the borrower has failed to perform any one or more of the covenants set out in Clause 4(a). (iii) the borrower is not a bona fide member of the church, (iv) 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) the borrower has failed to perform any one or more of the covenants set out in Clause 4(2). (ii) 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 Sub- committee 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.
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(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 Date Completed ______
A 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 Sex Date of Birth
B Service Data
Present employer ______(Division, Institution, Union, or Conference/Mission)
Position held ______
Service Record Year Position Held Institution/Union/Conference/Mission
Education Directors’ Manual 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 Summer sessions
If initially it will be own-time study, will there be a later need for part- or full- Yes No time assistance before the advanced study program is completed?
Note: All own-time study programs must have employing entity approval if: (a) at least some part- or full-time support will be requested (b) 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) Minimum study load allowed ______(ii) Anticipated years of part-time study ______(iii) 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 ______
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F Cost of study
Please give your estimate of the cost of your study program.
Year 20___ Year 20___ Year 20___ Year 20___ Tuition and prescribed study expenses $ $ $ $ (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
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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 No 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 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? Yes No (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)
Sponsored awards and degrees Select appropriate category and complete checklist Yes No (a) B.Ed. degree or equivalent, for those with Senior Teacher status, for regular classroom service. (Applicant must hold an initial award, e.g. certificate/diploma, to qualify for part or full- time 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 Yes No (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.
Other services or departments of the Church Answer (a) only if applicant is seeking support for part or full-time study assistance. Yes No 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. Applicant seeks sponsorship for an academic award typically held by those in industry with his/her job description. 2. Proposed undergraduate degree builds on an earlier tertiary award, e.g. diploma
Graduate degrees (MA or Doctorate) (c) 1. 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 2. 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. ______
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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 Referee Referee No 1 No 2 No 3 Yes No Yes No 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 Part-Time Full-time Summer sessions
Education Directors’ Manual 159
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.
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.
E 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 ______
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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. Check type of air fare
Single Return
Airport of Departure ______Country ______Give travel route ______To whom should the SPD send the travel subsidy? ______
Student’s wage Category (Tick one) 1 2 3 4 5 6 7 8 Wage Factor $
Cost of Fare Who for? Name $ Student $ Spouse Age $ Child $ Child $ Child
Student Cost to be Reimbursed Total Cost of fares $ $ $ Contribution by SPD
Has the student contribution been paid to the claiming organisation? 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 Time period to be kept Absentee Forms and Parents letters re absence Permanent Accident Register Permanent Account Books - General Permanent Admission Register Permanent Annual Re-registration forms 1 year Annual Statistical Returns Permanent Applications for Enrolment 2 years Attendance Records Permanent Audit Reports - Financial Permanent Bank Statements 7 years Board Minutes Permanent Building Contracts Permanent Cancelled Cheques 7 years Committee Minutes Permanent Correspondence Administrative Selected Permanent General 3 years Other than general and selected 2 years Daily Work Books 2 years Examination Papers 3 years Examination Records Permanent Examination Scripts 1 year Fee Account Books 7 years Fee Receipt Books 7 years Government Census Records 3 years Inspection Reports Permanent Insurance Incident Report - Copies Permanent Insurance Policies (after expiration) 6 years Inventory Permanent Ledgers and Journals Permanent Opening Reports Permanent Personal Record Cards Permanent Programs of Work 4 years Punishment Record Permanent Receipts – Cash 7 years Report Forms – Copies Permanent School Policy Statements Permanent School Publications Permanent Teacher's Mark Book 6 years Vouchers - purchase and payment 7 years Police checks Permanent
N.B.: 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.
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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.
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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.
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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 Seventh- day 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 re- employment, 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.
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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.
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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.
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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.
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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.
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APPENDIX 16
Teacher Employment Forms
1. Teacher Employment Application Form 2. Teacher’s Biographical and Professional Information Sheet
Please turn over to the forms
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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?______
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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? ______
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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 Library Sewing Outdoor Education School Newspaper Piano Computers Handcraft Student Guidance Musical Instruments Drama Photography Debating Physical Education Electronics Choir Keyboarding Singing Career Guidance First Aid Cooking Other Specify:
EMPLOYMENT RECORD
Add separate sheet if needed Years School Position Main subjects taught Reason for leaving Dates should be inclusive
TEACHING PREFERENCES
PRIMARY SECONDARY Mark YOUR Teaching Preferences Specify Teaching Fields Other subjects able to teach Upper Primary Major Middle Primary Major Lower Primary Minor Sole Charge Minor Happy to teach any level
OVERSEAS EMPLOYMENT
Are you available for OVERSEAS SERVICE in this Division? Yes Please tick the appropriate space No In what year? Will consider Specify any places you will not go Undecided
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MARITAL STATUS
Married Single Divorced
SPOUSE DETAILS
Surname ______Given Names ______Nickname ______Maiden Name ______Birth date ______Citizenship ______
Teaching qualifications held by your SPOUSE? SPOUSE Teaching Category Institution where studied Year graduated Qualifications Primary Secondary Tertiary
Major and Minor Teaching Fields of SPOUSE Which? Major Teaching Field Minor Other subjects able to teach Primary - - Secondary Tertiary If your spouse is interested in a teaching appointment please complete a separate form
DEPENDANT CHILDREN
Given Names Male/ Year Born Given Names Male/ Year Born Female Female 1 4 2 5 3 6
ATTACHMENTS
I have attached or included with this application form the following (Please tick the appropriate boxes) 1 original academic transcripts for each tertiary award/degree you hold or a photo-copy of your academic transcripts, certified as original by a Justice of the Peace or if a Justice of the Peace is not accessible, include original transcripts WITH a request the originals be returned to you 2 Photocopies of your government teachers registration documentation or 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 ______Date completed ______
Thank you for taking the time to complete this questionnaire.
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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 I hereby grant permission that information supplied may be used for Human Resource recordkeeping Today’s date ______
PERSONAL DETAILS TITLE SURNAME LEGAL NAMES (In Full)
PREFERRED NAME PREVIOUS SURNAME / ALIAS / MAIDEN NAME MALE FEMALE
ADDRESS PHONE
DATE OF BIRTH EMAIL ADDRESS MOBILE
Married? NO YES DENOMINATIONAL AFFILIATION CITIZENSHIP Other?______SDA BAPTISED OTHER ______
CURRENT SCHOOL EMPLOYMENT DETAILS Years of service (please state number for each Current school: In denominational service: and count current year as a full year)
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
1. Do you hold a current First Aid certificate? List hobbies/interests which may be used in 2. teaching, e.g. play the piano NO YES 3. 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 Position Main Subjects and Grades taught Period of Service
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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 Institution Year Completed
ARE YOU CURRENTLY DOING ADVANCED STUDY WORK? NO YES If yes, please enter details below
Expected Completion Degree/Diploma/Certificate Minor and Major Fields Institution date
1. ______Please list workshops or seminars 2. ______attended within the last two years 3. ______
SPOUSE DETAILS TITLE SURNAME LEGAL NAMES (In Full)
PREFERRED NAME PREVIOUS SURNAME / ALIAS / MAIDEN NAME MALE FEMALE
ADDRESS PHONE
DATE OF BIRTH EMAIL ADDRESS MOBILE
CITIZENSHIP DENOMINATIONAL AFFILIATION SDA 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 1. ______1. ______can they teach?
2. ______2. ______
DEPENDANT CHILDREN Name Male/Female Birth Year
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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) 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.
9. 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.
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10. Summary of Staff Annual Statistical Report (Form 4) 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.
11. 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
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FORM 5
Categories of ACCREDITED Seventh-day Adventist SECONDARY Schools AND TERTIARY INSTITUTIONS as expected by General Conference
General Classification System
G A tertiary-level institution offering one or more graduate degree programs under its own authority. C A tertiary-level institution offering one or more baccalaureate degrees under its own authority. JC A tertiary-level institution offering less than four years of post-secondary studies (not leading to a baccalaureate degree). CS A complete secondary school (providing basic requirements for admission to tertiary institutions in the country). CSB A complete secondary school (providing basic requirements for admission to tertiary institutions in the country), with boarding facilities. PS A secondary school offering a partial program of studies (not providing basic requirements for admission to tertiary institutions in the country). WT 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 Category Location Administrator Established Incomplete and Vocational Schools Afutara Adventist Vocational School WT Malaita, Solomon Islands Peter Safue 1972 Batuna Adventist Vocational School WT Solomon Islands Rueben Venokana 1924 Bekabeka Junior High School CS Western Solomon Islands Undikolo Pelobule Burns Creek Junior High School CS Honiara, Solomon Islands Samson Panda Buruku Junior High School CS Western Solomon Islands Mahlon Lianga Jones Academy Community College CS Western Solomon Islandsq Kenny Elisha Kauma Adventist High School CS Abemama, Kiribati Harold Panda Kempsey Adventist School PS Kempsey NSW Australia Royce McMurtrie 1977 Kukele Adventist High School CS Western Solomon Islands David Poloso Mizpah High School CS Neiafu, Tonga Ehasi Mikaele Navesau Adventist High School CS Wainibuka, Fiji Samuela Ligabalavu Talakali Adventist Junior High School CS Malaita, Solomon Islands Waletim Toata Tenakoga Junior High School CS Honiara, Solomon Islands Partinson Bekala
Accrediting Association of Seventh-day Adventist Schools, Colleges, and Universities
Directory of Accredited Institutions
South Pacific Division
Name of Institution Category Location Administrator Established First Accredi- Accredited tation Expires Postsecondary Schools Avondale College G Cooranbong, NSW, Australia John Cox 1892 1980 2009 Fulton College C Tailevu, Fiji Joseph Pita 1904 1987 2012 Pacific Adventist University G Boroko, Papua New Guinea Branimer Schubert 1984 1987 2012 Sonoma Adventist College C Rabaul, Papua New Guinea Samson Kuku 1968 1987 2011
Secondary Schools Australian Union Conference Avondale Adventist High School CS Cooranbong, NSW, Australia David Faull 1892 1989 2010 Blue Hills College CS Lismore, NSW, Australia David Hobson 1978 1995 2012 Border Christian College CS Albury, New South Wales, Australia Paul deVille 1942 1990 2007 Brisbane Adventist College CS Mt. Gravatt, Queensland, Australia Jack Ryan 1973 1993 2010 Carlisle Christian College CS Mackay, Queensland, Australia Eben deWitt 1978 1988 2012 Carmel Adventist College CSB Carmel, West Australia Gavin Williams 1907 1989 2010 Central Coast Adventist School CS Erina, New South Wales, Australia Dean Bennetts 1962 1993 2008 Darling Downs Christian School CS Toowoomba, Qld. Australia Steve Cowley 1942 2005 2010 Gilson College CS St. Albans, Victoria, Australia Mark Vodell 1988 1997 2008 Henderson College CS Mildura, Victoria, Australia Sandra Ferry 1951 1993 2009 Hilliard Christian School CS West Moonah, Tasmania, Australia Bev Norman 1933 1992 2009 Lilydale Adventist Academy CSB Lilydale, Victoria, Australia Ben Thomas 1964 1984 2011 Macarthur Adventist School CS Macquarie Fields, NSW, Australia Jill Pearce 2001 2002 2011 Macquarie College CS Wallsend, NSW, Australia Bruce Youlden 1933 1993 2010 Mountain View College CS Doonside, NSW, Australia Jenny Gibbons 1981 1992 2008 Northpine Christian College PS Kallangue, Queensland, Australia Graham Baird 1940 1993 2010 North West Christian School CS Penguin, Tasmania, Australia Cheryl Walsh 1950 1993 2009 Nunawading Adventist College CS Nunawading, Victoria, Australia Lyndon Chapman 1974 1993 2011 Prescott College CS Prospect, South Australia Craig Mattner 1937 1988 2010 Sydney Adventist College CS Sydney, NSW, Australia Murray Chapman 1937 1984 2011 Tweed Valley Adventist College CS Murwillumbah, NSW, Australia David McClintock 1961 1987 2008
Name of Institution Category Location Administrator Established First Accredi- Accredited tation Expires New Zealand Pacific Union Conference Auckland Adventist High School CS Auckland, New Zealand Fitu Ah-Young 1942 1988 2006 Christchurch Adventist High School CS Christchurch, New Zealand Danny Carrasco 1925 1988 2010 Longburn Adventist College CSB Longburn, New Zealand Bruce Sharp 1993 1987 2012 Papaaroa High School PS Rarctonga, Cook Islands Gregory Taikakara 1938 2000 2005 Tiarama et College CS Papeete, Tahiti Georges Deligny 1960 2000 2005 Papua New Guinea Union Mission Kabiufa Adventist Secondary School CSB Goroka, Papua New Guinea Jones Ponduk 1953 1995 2003 Kambubu Adventist High School CSB New Britain Island, Papua New Guinea Benjamin Mason 1950 1997 2004 Mount Diamond Adventist High School CS Boroko, Papua New Guinea Geoffrey Kombil 1972 1994 2004 Paglum Junior High School CS Mt. Hagen, Papua New Guinea John Rau 1957 2000 2002 Trans Pacific Union Mission EducationAore Directors’ Adventist Manual Academy CSB Aore, New189 Hebrides David Rodgers 1928 1997 2004 Betikama Adventist College CSB Guadalcanal, Solomon Islands Dedily Masaea 1948 1994 2009 Beulah College CS Nuku’alofa, Tonga Mele Vailhola 1938 1990 2003 Iakina Adventist Academy CS Pago Pago, American Samoa Soi Save 2005 Kukudu Adventist High School CSB Western Province, Solomon Islands Joseph Pita 1947 1995 2004 Samoa Adventist College CS Apia, Western Samoa Losena Matasawalevu 1952 1997 2005 Suva Adventist High School PS Suvavou, Fiji Kaminielli Tausere 1993 1995 2005
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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 Do not resort to fault- possible. Give the child opportunities finding. Flowers don’t bloom to be trusted. in a storm. Teach a child to obey by gentle, persistent effort. Liberty and freedom only Nagging produces come within the Law of God. discouragement and Every person is able to hopelessness. Force often choose what is right. Object of discipline is to teach the child self- breeds rebellion Train a child to self-control government Lead a child to see the by offering choices wrongdoing themselves.
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
Education Directors’ Manual 192