Three Models of Department Structure
The three models that could be considered are:
1. Department Head Structure
2. Learning Teams
3. Professional Learning Communities
1. Department Head Structure
The current department head structure with a few minor adjustments is one model that
requires very little change, if a school division is not prepared to implement a different model.
However more focus needs to be placed on educational and team leadership responsibilities and
less on managerial tasks. The department heads and administration could continue to meet as an
advisory committee to discuss the administrative and managerial tasks and operations of the
school. However, this committee could be expanded to be a school planning committee, by
having an advisory committee meeting at the beginning of the school year to focus on the entire
school year. Expectations and improvement plans for the school year could be discussed.
More instructional duties:

More frequent, division wide, subject-like department head meetings, could be organized.

Another option is to add one advisory committee meeting a month to discuss instructional
issues. The difficulty is that subject areas are very different and there is not a sufficient
amount of commonality between them. However, suggested instructional topics could
include: curriculum (strengths, weaknesses, and areas of improvement), assessments
(types and grading), initiatives, teaching strategies, programs (modified, honours,
advanced placement, work place preparation, university preparation, mentoring, tutoring,
and subject integrated), provincial assessments, final exams, and professional
development (conferences and guest speakers). Meeting as an entire group may be
difficult, therefore three small groups could be created. One administrator would be
assigned to each of the groups and act as the leader. The first group would be comprised
of the compulsory courses, such as Language Arts, Second Languages, Christian Ethics,
Social Sciences, Science, and Mathematics, which have a similar marking scheme and
instructional techniques. The second group would be comprised of elective classes, such
as General Practical Arts, General Fine Arts, and Physical Education. The General
Practical Arts and General Fine Arts departments may wish to include a representative
from such sub departments as computer science, art education, industrial arts, home
economics, music, and band. The third group would comprise of the student services
department and would request a representative from each of the sub departments, such as
alternate education, English as a second language, learning assistance, and counseling.
Individual departments also need more of a focus on instruction.

Currently departments meet on a weekly basis to discuss advisory committee minutes.
Department meetings could continue weekly, however on the first and third week of
every month meet to discuss advisory committee minutes and other managerial business.
On the second and fourth week of every month, departments meet to discuss instructional
and learning based topics.

Department heads will still be responsible for a number of duties, which can include
budgeting, ordering textbooks, supplies, and resources, collaborating with administration
to set up the teaching schedule, attending advisory committee meetings, chairing
department meetings, gathering input from department members, attending division
meetings with other subject-like department heads, advocating to administration on
behalf of the department or for a member of the department, scheduling teaching
assignments, submitting facility requests and repairs, communicating with parents
through letters, providing course information for the handbook, preparing year end
reports, representing the department at parent information evenings, and organizing
professional development.
2. Learning Teams
The most obvious change is the terminology; departments are renamed subject teams, e.g.
Science team, and department heads are called team leaders. The changed terminology has an
emphasis on collaboration, leadership, and team work rather than the hierarchal term head as
seen in department head. Other than the change in terminology, subject teams perform and
accomplish the same objectives as departments.
Another change, however, is the creation of a second grouping of teachers in grade-like
teams. Subject-like teams or departments are vertical teams, which group teachers by a common
interest, the subject. Horizontal teams group together educators that teach the same grade.
Grade teams are led by the same teacher leaders responsible for the subject teams, however the
groups are rearranged. Four main groups of grade nine, ten, eleven, and twelve teachers are
created and then each grade is subdivided in half to create smaller grade teams. Similar to the
way that teachers are currently placed in subject teams (by the majority of which subject they
teach), grade groups would be created by placing teachers in the grade they teach most often in
an academic year.
Grade teams are beneficial for a number of reasons. Firstly, they create a cross section
grouping of educators, who can share what happens in subject teams and provide a broader point
of view. Secondly, different issues are relevant at different grades. For example, there is more
guidance and direction provided to grade 9 students than to the upper grades and this is reflected
in the programming. Grade teams will be provided with specific topics to be discussed at each
grade. For example, grade 9 teams will deal with the transition into secondary school while the
grade 12 teachers will discuss graduation requirements. Some topics, such as assessments,
attendance, and special programming, will cross over all grades and may also be discussed in
subject as well as grade teams. Using grade teams to discuss these topics provides educators
with an extensive view and the continual sharing of strategies and student progress. Subject
teams can be very stationary from year to year with the same teachers always on the same team;
however grade teams have more opportunity to vary.
Instead of having horizontal teams determined by grade, they could be set up by school
improvement teams (mission/vision, programming, and policy/procedures).
Similar to subject teams, team leaders will be assigned. The team leaders could be the
same leaders as the subject teams, with a few additional responsibilities such as being the liaison
between the grade team and administration, leading and recording minutes from the meetings,
and passing information on to the advisory committee and administration. An administrator will
also be assigned to supervise each grade team.
3. Professional Learning Communities
DuFour (2004) stated, “People use [the term professional learning community (PLC)] to
describe every imaginable combination of individuals with an interest in education – a gradelevel teaching team, a school committee, a high school department, an entire school district, a
state department of education, a national professional organization, and so on” (p. 6). However,
simply grouping educators together and calling it a PLC does not constitute that a PLC has been
created. The PLC model has three characteristics that need to be met, which include (a) ensuring
that students learn, (b) creating a culture of collaboration, and (c) focusing on results. The
central focus of each PLC must be student learning.
PLCs encourage teachers to collaborate and have a common goal towards school culture
and improvement, and student learning and achievement. The intent of PLCs is to create an
environment where teachers feel comfortable sharing and expressing their opinions. Therefore,
teachers should not be forced to participate, and those participating need to volunteer and be
willing to actively contribute.
Currently, most secondary schools have a department structure in place. However, the
educational field is encouraging teacher leaders to explore educational and team leadership roles
rather than solely managerial tasks. As well, collaboration and collegiality is being encouraged
amongst teams of teachers. Shifting to a new model requires time and resources. The first
characteristic is to focus on student learning, with each team determining what students need to
learn and then as a school, putting systems into place to help every child who does not learn to
succeed. These systems need to be systematic, timely, and schoolwide.
PROFESSIONAL STAFF, DUTIES AND RESPONSIBILITIES –
HIGH SCHOOL DEPARTMENT HEADS
POLICY
LEGAL REF: EA 174
Department Heads, under the direction of the principal, are expected to enhance
the ideals and principles of Catholic education and to foster a Christian atmosphere in the school.
In particular, they shall assume responsibility for leadership and coordination of the instructional
program in the assigned subject areas.
BOARD APPROVED:
REVISED:
June 28, 1982
May 12, 1987
REGULATIONS AND PROCEDURES
1. Department Heads shall be appointed for a one year term on a school year basis.
2. The proposed appointments shall be presented to the Director by the designated
Superintendent in consultation with the principal of each school by June 15.
3. Department Heads are to be encouraged to consider more than one term of office to
ensure effective planning and continuity of service.
4. Criteria for selection will include professional, academic and personal qualities which
qualify the individual for a leadership role.
5. Except where special circumstance may warrant, the maximum number of Department
Heads appointed to a high school shall be eight (8).
6. Department Heads will be expected to:
Program
a) Be responsible for the development, implementation, maintenance, and
evaluation of the curriculum within the assigned subject areas.
b) Coordinate and implement examination standards, evaluation practices and
promotion policies, which are consistent with the guidelines and policies of the
school.
c) Promote and encourage the integration of the school’s programs with programs
in neighbourhood elementary Catholic schools.
Supervision
a) Assume a leadership role in working towards the improvement of instructional
practices, giving special assistance to new teachers.
b) Provide a consultative role to assist the school administration and teachers with
promotion and the implementation of supervision practices.
In-service
a) Arrange and chair sessions of teachers within each of the assigned subject
areas.
Communication
a) Be responsible for the maintenance of harmony, goodwill, and cooperation
among the members in the assigned subject areas.
b) Maintain close two-way communication with other Department Heads within
the school and within the family of high schools and with neighbourhood
elementary Catholic schools.
Administrative and Budget
a) Serve as a member of Advisory Council.
b) Arrange and chair meetings of teachers within each of the assigned subject
areas.
c) Assume responsibility for budget, inventory, supply procedures, distribution
and care of materials and equipment.
d) Prepare a year-end report that summarizes activities, procedures, and programs
that were significant to the operation of the assigned subject areas for current
and subsequent years.
e) Discharge other functions as assigned by the principal or assistant principal.
EFFECTIVE DATE:
AMENDED:
May 12, 1987
June 8, 1994