Territory Stories

2009 Structural Review of the Northern Territory Department of Education and Training : delivering the goods



2009 Structural Review of the Northern Territory Department of Education and Training : delivering the goods

Other title

Ladwig and Sarra


Ladwig, James; Sarra, Chris


E-Publications; E-Books; PublicationNT




Cover title. Report includes Northern Territory Government Media Release -" Education Restructure – Next Building Block for Excellence" by Paul Henderson.




Northern Territory -- Education

Publisher name

Northern Territory Government

Place of publication



66 p. : col. ill. ; 30 cm.

File type



Attribution International 4.0 (CC BY 4.0)

Copyright owner

Northern Territory Government



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Citation address


Page content

25 March 2009 33 Each of these areas of support require substantial local adaptation based on the specific needs of individual schools, teachers, school executive and local communities; thus, regionalising these functions serves an important educational purpose. That is, it would be the role of the personnel responsible for these areas to respond to local needs of schools in such a manner as to assure adequate support for each as schools work toward system wide goals and targets. Each area would require strong central leadership and support at a Territory level, but be coordinated within a Schools Directorate. Line management functions within the region would include management of Schools (School Principals and staff) and these Support functions. Additional support for the Regional offices would be required in Finance and Information systems functions, also to be line-managed within the Regional Office. These two areas have not been specifically placed in the organisational chart for different reasons. In the area of Finance, the relationship to Schools is confined moreso than other areas, largely in working with Principals. Support to schools in the management of information systems will be highly dynamic and fluctuate as systems are developed and initial training and support functions fulfilled. Both of these areas will require ongoing roles in Regions, but the relationship with schools different from what are assuredly ongoing and consistent school support functions on the named areas: Human Resources, Teaching and Learning, Indigenous Education, Leadership and Student Services. Leadership support has not been specifically identified in the Central Office structure as it is taken to be a part of a system wide Human Resource function; but it is named in the Regional Offices specifically because of a clear need to provide succession planning, management support and leadership development at a regional level. Other Human Resource functions that can be advanced on a regional level include recruitment and induction of teachers, particularly in relation to induction regarding regional Indigenous Education requirements. It is important to note that while all these functions would be devolved and line managed within the Region, each would be required to work toward system wide Goals and Targets. Working toward goals and targets requires consistent performance review. Thus the other main feature of the proposed regional structure is an independent Regional School Review team (which would also serve an overall regional review function). The expertise of individuals within this team would match that of the support provided to schools, and the individuals within these teams would work in collaboration with the School support personnel in that area of expertise. However, these review teams would be independent of the Regional Office in terms of their line-management. Line-management for these Review Teams would be coordinated centrally by the overall School Performance unit (which itself is directly responsible to the CEO). School reviews would be conducted on a cyclical basis, with each school being formally reviewed at least once every three years. This time recommendation is designed to assure regular, ongoing coordination of school support programs. The organisational chart indicates several horizontal arrows to indicate needed coordination and communication across areas of expertise in collaboration with schools. Feedback mechanisms both up and down line management structures would also be anticipated. It is vital that whatever information informs and is provided by School Reviews be both formative and diagnostic for the system. That is, with the required and now possible systemic review of school performance not only informs the system about the performance of individuals and schools, it also provides information that is vital to determine where allocation of future resources is needed.

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