Requirements and Guidelines for School Administrators and Principals
17
Staffing
Administrators are to ensure that the staff:
1.
are trained at the appropriate levels and have technical qualifications to
support the requirements for the CVQ*;
2.
have training and certification that allows them to effectively conduct
assessment and quality assure CVQ* programmes;
3.
have relevant industry experience; and,
4.
have a clear understanding of the value of the CVQ*.
In many respects, the staff is the key to the successful implementation of the curricula.
If they understand and support the changes, and possess the knowledge and skills to
manage the learning programme, then the transition should flow relatively smoothly.
In some instances, it is important to consider a mix of permanent staff supplemented
by part-time industry-based staff who will deliver specific aspects of the programme.
This will ensure that there is a theoretical/academic background, and recent industry
experience.
Although there is no correct staffing formula, administrators must ensure that staff
has the appropriate industry and teacher qualifications to impact significantly on the
preparation of students for the workforce. Staff members should also be engaged in
ongoing staff development activities to ensure they have:
(a) Industry currency:
Are all staff familiar with current industry practices? This
should be ensured through regular industry involvement, attachments or furloughs.
(b) Relationships with employers.
Are teaching staff required to organize work
placements and monitor learner performance, or do industry liaison officers or
workplace/placement coordinators fulfill this role? If this is to be part of a teacher’s
responsibility, have they established and maintained contact with local firms and
organizations in the past, or is time required to develop appropriate networks?
)c) Relevant attitudes and values.
Are teaching staff prepared for the shift to
competency-based education or is intervention required in order to enable the
shift?
