Educators and the Law: implications for the professional development of school administrators and teachers

Abstract

In recent years school administrators and classroom practitioners have had to provide an increasing range of specialist services to their school communities. Such services require sophisticated knowledge, understanding and skills; all being provided against a backdrop of heightened accountability being demanded of professionals generally. In this regard, recent research shows that school communities expect their administrators and teachers to be experts in all matters affecting the school from the moment of their first appointment. The management of the many legal matters that impact on school policies and practices, is one area where educators are expected to have, from the outset, specialist knowledge and skills. It is questionable, however, whether from their pre-or in-service education and training, that educators are professionally equipped to manage the increasing range of legal matters facing schools. This article examines the implications for the professional development of educators that arise out of the growing impact that the law has on school policies and practices.

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