Schools are responsible for ensuring that each of their employees knows what is expected of them in their positions and how their work will be fairly and transparently supported and assessed. 

 When there is role ambiguity it obviously affects those holding roles but it also poses problems for those who oversee, guide and support the work and performance of others. Additionally, role ambiguity can make it difficult for principals, executives and HR who have to work with data about roles and report the information to their Boards and external agencies.

This module explains what information needs to be known for role clarity in every position in a school and why. And, although this module is not about position descriptions (PDs) as such, we will show you how to document the necessary information required for role clarity in an operational PD for daily use, using a Teacher role as our case study.  


Note: The audio podcasts connected with this module are for school staff  (non supervisors and managers) 


DIFFERENT VERSIONS FOR DIFFERENT COUNTRIES

Unlike the other three in this series, the Role Clarity module requires separate versions for different countries and educational focuses.

Every version suits the educational requirements for that country (or countries in the case of S/E Asia version which is covered by the same set of Teacher Standards) and seamlessly maps into ISO 21001:2018 

(ISO 21001: 2018 focuses on educational organisations and their respective services and products, as well as the improvement and/or enhancement of educational services and products).

Currently we have versions for the following countries and educational sectors, but more will be added over time. 

Australia

Early Childhood Education and Care

Public and Independent Schools
(years 1-12)

India

All Private Schools
 (Because there are no country-wide Teacher Standards, the UK Teacher Standards and India’s Ministry of Human Resource Development’s Education Policy are currently used in the case study).


New Zealand

Early Childhood Education and Care

Public and Independent Schools (years 1-12)


South East Asia

Covering all education in Brunei Darussalam, Cambodia, Indonesia,
Lao PDR, Myanmar, Philippines, Singapore, Malaysia, Thailand, Timor-Leste and Vietnam


UK

Early Education (Foundation Stage)

Key Stage 1-4

What will you learn?

  • 1

    How to Navigate the Module

    • Navigating the Module
  • 2

    Chapter 1 - Underpinning Principles

    • Welcome
    • Introduction
    • Linking Role Clarity With PDs (part 1)
    • Why Roles and PDs Belong to the Organisation
    • Linking Role Clarity with PDs (part 2)
    • Key Points to Consider (part 1)
    • Key Points to Consider (part 2)
    • A Brief Comment About Classifying Roles and Your Rights
    • About role Classifications
  • 3

    Chapter 2 - Ensuring Role Clarity

    • About Parent PDs
    • Role Clarity and Operational PDs
    • Block 1: The Header
    • Block 2: Technical Purpose
    • Block 3: End Products
    • Block 4: Technical Responsibilities (part 1)
    • Block 4: Technical Responsibilities (part 2)
    • Block 5: Sub-Responsibilities
    • Block 6: Competencies
    • Block 7: KPIs
    • Block 8: Organisational Responsibilities
    • A Bit More About Organisational Responsibilities
    • Block 9: Work Environment and Physical Demands
    • Block 10: Delegations and Authorisations
  • 4

    Chapter 3 - Consolidation

    • Example of a Completed PD
    • How Does this Help in Daily Work?
  • 5

    Chapter 4 - Where to From Here?

    • Role Clarity Key Points
    • Making the Information Your Own
    • Benefits
    • Just Before You Finish
    • Final Words
    • test doc
    • 5
    • Test page 3