School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 2011 Education Act uses the term “principal” and it defines it as, “the person responsible for the day-to-day management and control of the school”.
The 2008-2013 Education and Training Strategic Plan uses the term “principal”. However, it does not define the term.
The 2011-2020 National Quality School Standards Framework uses the terms “principal” and “deputy principal”. However, it does not define these terms.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
According to the 2011 Education Act, professional development requirements for registered teachers are published in the gazette registration standards. However, the Act does not mention any professional development requirements for principals.
The 2011-2020 National Quality School Standards Framework serves as a blueprint for developing quality education in Nauru. It encompasses four principal standard pillars: quality school governance, positive school environment, effective school management, and quality learning outcomes. Each of the four main pillars further includes four specific compontents. The pillar of quality school governance centres on the strategic dynamics among the school principal, decision-making processes, strategic planning, school ideology, and vision, as well as the fostering of shared and parallel leadership. Furthermore, the pillar of quality school governance is structured around four distinct components: people leadership, strategic leadership, educational leadership, and democratic decision-making.
In the Teacher Professionalism policy domain, the 2018-2030 Pacific Regional Education Framework aspires to formulate regional standards for school leadership and sector management. Moreover, it endeavours to facilitate the provision of professional development opportunities targeted at school leaders, middle managers, and senior managers, with a principal focus on enhancing their capabilities to support teachers in meeting the diverse needs of students.
Roles
Setting expectations/objectives: According to Section 75 of the 2011 Education Act, the principal of a government school is responsible for educational leadership and management of the school.
In accordance with the strategic leadership component of the 2011-2020 National Quality School Standards Framework, the school principal is responsible for developing a collective vision and set of values and beliefs. The leader is also responsible for sharing vision, mission, values, and beliefs statements with the wider community.
Developing teaching and learning: In accordance with various sections of the 2011 Education Act, the school principal holds distinct roles and responsibilities. Firstly, as stipulated in Sections 18 and 19, the principal must ensure rigorous adherence to the approved curriculum across all grade levels within the school. Additionally, they are tasked with developing procedures for delivering semi-annual reports to parents, encompassing enrolled students' academic progress and social development. Section 77 underscores the school principal's responsibility to honour parental choices concerning students' participation in religious education while preserving the continuity of the educational program for non-participating students. Lastly, Section 94 highlights the responsibility of the school principal to consider special education needs, available resources, benefits of inclusion, and parental preferences when formulating educational strategies for children with special education needs (SEN).
According to the educational leadership component of the quality school governance pillar of the 2011-2020 National Quality School Standards Framework, the school principal and other staff ensure all school-aged students have access to education. Furthermore, they must demonstrate an understanding of child development, pedagogy, and curriculum development.
Promoting collaboration: The 2011 Education Act does not explicitly reference the essential practices of school principals in establishing relationships and the consultation process with families and the community. Nevertheless, it does mention a collaborative imperative wherein the government, parents, teachers, school communities, and non-governmental entities are urged to work jointly to realize optimal educational outcomes for school-age children.
In accordance with the people leadership component of the quality school governance pillar of the 2011-2020 National Quality School Standards Framework, it is incumbent upon the school principal to cultivate favourable relationships characterized by cooperation and the establishment of mutually beneficial partnerships both within and beyond the school community. Furthermore, the school principal must value individual differences and diversity of people and understand the cultural, ethnic and social contexts within the school community.
The 2011-2020 National Quality School Standards Framework also establishes the role of the principal in fostering collaboration to improve teaching an learning. In accordance with Standard 4, teachers at the school should “support each other and cooperate to improve the overall quality of teaching that exists within the school”.
Supporting staff development: The 2011 Education Act does not explicitly reference the key practices of school principals that relate to monitoring teachers' professional development needs, and providing individualized professional support and mentoring opportunities for teachers.
In accordance with the people leadership component of the quality school governance pillar of the 2011-2020 National Quality School Standards Framework, the school principal must guide, support, mentor and professionally develop teachers and the school staff.
Acting in accordance with the ethical principles of the profession: The 2011 Education Act does not explicitly delineate the specific ethical qualities encompassing integrity, respect, trust, fairness, transparency, and honesty about the conduct of school principals. Nevertheless, Section 80 mandates the submission of a formal statement from the appointed school principal, affirming their thorough understanding and capacity to comply with the registration prerequisites when an application for the registration of a non-government school is filed.
The 2011-2020 National Quality School Standards Framework makes reference to various responsibilities of the school leader to act ethically. For example, ter the people leadership component of the quality school governance pillar, the principal of the school must deal with underperformance of the staff honestly and professionally. Furthermore, per indicator 2.3.2. of the framework, school’s must also have a code of ethics, and, per indicator 3.2.2, all staff must be ethical in their professional dealings.
In the Teacher Professionalism policy domain, the 2018-2030 Pacific Regional Education Framework aspires to develop, continually update and promote a code of ethics for teachers and school leaders.
Others: According to Sections 18 and 19 of the 2011 Education Act, the school principal is required to maintain thorough and precise records concerning student enrollment; and promptly deliver information to the Secretary, encompassing the submission of enrollment records at the start of each academic year and comprehensive monthly reports on any student enrollment changes. Additionally, the principal must maintain complete and accurate student attendance records, including parental reasons for absences, and furnish the Secretary with a weekly attendance report at the close of each school week.
According to Section 26 of the 2011 Education Act, the school principal is responsible for guaranteeing the following conditions: the cleanliness, safety, and security of the school environment; the availability of a consistent and clean water supply throughout school hours; and the functionality and adequacy of toilet and bathroom facilities for students during school hours. In cases where circumstances beyond the control of the principal of a government school hinder these responsibilities, it is incumbent upon the principal to formally propose to the Secretary the temporary closure of the school as a necessary measure. The school principal is also required to issue a written notice to a student's parent, directing the student to refrain from attending school for a specific duration when there is knowledge or reasonable belief that the student is carrying a contagious disease.
According to Section 30 of the 2011 Education Act, school principals are required to provide advance written notification to parents about health practitioner visits for students, including details of the visit, and address parental objections to student examination or treatment during the visit.
According to the strategic leadership component of the quality governance pillar of the 2011-2020 National Quality School Standards Framework, the school principal must understand the processes helpful in collecting, reviewing and analyzing data and information to inform strategic thinking and school planning. Furthermore, they are required to understand the processes that enable the effective monitoring, review and evaluation of strategic planning.
According to the effective school management pillar of the 2011-2020 National Quality School Standards Framework, the school principal is required to understand the Ministry of Education School Grants Manual.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
he 2011 Education Act does not provide specific qualifications for school principals. However, it clearly states that the application for the registration of a non-government school to the Minister must incorporate the personal details and qualifications of the nominated school principal.
According to the effective school management pillar of the 2011-2020 National Quality School Standards Framework, the school principal is required to have a teaching qualification.
Appointment decision
No information is found.
Employment equity measures
No information is found.
Working conditions
No information is found.
2.3. Leadership preparation and training
Pre-service training
The 2011 Education Act does not explicitly reference the provision of pre-service training for school principals.
Induction and in-service training
The 2011 Education Act does not explicitly reference the provision of induction and in-service training of school principals.
To achieve the goal of school principals having post graduate qualifications in leadership, the 2008-2013 Education and Training Strategic Plan aims to provide a post-graduate leadership training to all principals.
According to the 2019-2020 Budget Paper of the Republic of Nauru, leadership training for principals is ongoing through both school grants program and professional development activities. However, the paper does not mention the type of training.
Furthermore, according to the 2018-2030 Pacific Regional Education Framework, the PacREF Programme is strategically oriented toward providing sustained assistance. This support will be facilitated through a judicious blend of technical guidance, customized modules tailored to specific contexts for the continual professional growth of teachers and school leaders, evaluation processes, knowledge dissemination, and platforms for shared learning experiences.
3. Teachers, parents and students
3.1. School management committees and boards
The 2011 Education Act does not explicitly reference the establishment or roles of school management boards. Instead, it primarily addresses and outlines the functions and responsibilities of the Teacher Registration and the Curriculum Board. The Board consists of 5 members appointed by the Cabinet, subject to specific criteria. At least three members must hold a bachelor's degree in any field, while at least one member must be a parent of a school-age child at their appointment. Only one member should be a registered teacher. Before appointing any member, the Cabinet must publish a notice in the Gazette, inviting public nominations within seven days of publication and considering these nominations. Furthermore, the Cabinet must ensure that the appointee possesses good character, strong integrity, and the competence to conduct Board functions objectively and effectively.
The primary objective of the Board is to enhance the quality of education in Nauru by supervising the execution of sanctioned curricula and teacher registration. Its principal powers and functions revolve around (a) formulating curriculum recommendations for the Minister and ensuring adherence to approved curricula and (b) managing and monitoring compliance with the teacher registration system.
According to the 2011 Education Act, the Board may form committees comprised of Board members and individuals deemed suitable by the Board to aid in the execution of its functions.
3.2. Middle leaders
As mentioned in Section 3.1, a registered teacher is a member of the Teacher Registration and the Curriculum Board. In addition to this membership, it is mandated in Section 70 of the 2011 Education Act that two registered teachers shall further serve as integral members of an inquiry committee convened by the Board to assess matters concerning teachers' professional conduct and their competence to fulfil the responsibilities of teaching.
3.3. Parents
The 2011 Education Act does not make specific reference to parent-teacher associations. However, it grants various responsibilities to parents in choosing a suitable educational environment for their children.
The 2008-2013 Education and Training Strategic Plan does not make specific reference to parent-teacher associations. However, it prescribes a strategy to support parents and citizens associations.
Similarly, the 2017 Inclusive Education Policy and Guidelines does not make specific reference to parent-teacher associations. However, parents participate in the Individualized Education Program (IEP) process, which is designed for formulating personalized learning plans for students with special educational needs.
According to the democratic decision-making component of the quality school governance pillar of the 2011-2020 National Quality School Standards Framework, establishing a parent-teacher association is necessary to ensure the involvement of parents and community members in various school decision-making processes. Furthermore, the framework also highlights that a parent-teacher association must adhere to the principle of gender balance in participant representation.
3.4. Students
The 2011 Education Act does not make specific reference to student councils.
The 2017 Inclusive Education Policy and Guidelines acknowledge that children classified as 'at risk' can participate in the Individualized Education Program (IEP) process, which is designed for formulating personalized learning plans for students with special educational needs, contingent upon the discretionary judgment of the school principal.
According to the democratic decision-making component of the quality school governance pillar of the 2011-2020 National Quality School Standards Framework, establishing a student council is necessary to ensure the involvement of students in various school decision-making processes. Furthermore, the framework also highlights that a student council must adhere to the principle of gender balance in participant representation.
4. Governance
4.1. Autonomy of school leaders
Concerning learning, the 2011 Education Act grants different levels of autonomy/authority to school principals across various types of educational institutions. In the case of government schools, Section 25 of the 2011 Education Act provides some form of autonomy to the school principal of a specialized education centre to make necessary adjustments to approved curricula to address the unique educational requirements of the students enrolled in the centre. According to Section 77 of the Act, the principal of a government school has the authority to designate a weekly period, not exceeding one hour, during which students may receive religious education. In the case of non-government schools, according to the 2011 Education Act, the school principal of a non-government school must not allow extra-curricular teaching or activities to interfere with teaching the fully approved curricula.
Furthermore, according to the quality school governance pillar of the 2011-2020 National Quality School Standards Framework, the principal and deputy principal lead school curriculum development, implementation and evaluation.
Regarding student behaviour, according to Section 36 of the 2011 Education Act, the school principal, upon establishing reasonable grounds to conclude that a student has displayed behaviour deemed unacceptable, is authorized to take the following actions: (a) impose a detention period on the student and (b) suspend the student from attending the school for a maximum duration of five school days. In cases where the principal deems the student's behaviour warrants a suspension exceeding five school days, they are empowered to refer the matter to the Secretary for further consideration.
4.2. Assessment and accountability of school leaders
According to Section 23 of the 2011 Education Act, the Secretary oversees the school principal's compliance with established curricula, while the Teacher Registration and Curriculum Board (referred to as "Board" in the act) is obligated to provide periodic reports to the Minister regarding the school principal's compliance with established curricula.
4.3. Teacher assessment by school leaders
With the primary objective of augmenting the quality of student outcomes and raising the standard of teachers' performance, the 2008-2013 Education and Training Strategic Plan prescribes a strategy wherein the Curriculum, Accreditation, Statistics, and Examinations (CASE) unit is mandated to establish collaborative initiatives with school principals. These initiatives are aimed at conducting exhaustive teacher performance evaluations. Furthermore, these initiatives are imperative in facilitating the provision of constructive feedback, formulating recommendations rooted in teachers' performance assessments, fostering the ongoing enhancement of educators' proficiencies, and keeping performance records current within teachers' files.
