Deputy Principal Application Pack

‘Children and their learning at the heart of all we do’

Person SpecificationsThe skills and personal attributes required of our Deputy Principal are:

Proven leadership skills across the school

Enthusiasm for learning and a commitment to achieving the very best outcomes for students, both as a teacher and a leader

Excellent communication and inter-personal skills at all levels

Sound knowledge of the New Zealand Curriculum and effective pedagogy

Demonstrate a passion for developing effective Numeracy practices such as STEM, Coding and Robotics

A strong working knowledge of current assessment tools/strategies

A commitment and ability to promote the school and foster good community relationships

Ability to develop positive and good humoured relationships and work effectively with Staff, Pupils, PTA, Board of Trustees, Parents and the Community

A commitment to the on-going development of our Professional Learning Community

To be approachable and listen with empathy and an open mind

Other Attributes Ambitious Compassionate Willingness to learn Organisational skills/ability Strong work ethos A life out of school Exuberance A good sense of humour Adaptability

INTRODUCTIONDESCRIPTION OF COCKLE BAY SCHOOLCockle Bay School is a U.7 contributing school situated in Howick in Auckland’s eastern suburbs and is classified as a decile 10.  The school was built in 1956 and the school community has grown with the development of new housing estates within the school catchment area. With the present enrolment scheme, the roll is maintained between approximately 700 - 860.

The school site is relatively small (1.90 hectares) and consists of a modern 7 classroom block, 12 relocatable classrooms and 11 older permanent classrooms. There is a music room, information centre, 1 multi purpose room, 3 withdrawal teaching spaces, including ELL, a school hall, heated swimming pool and an upgraded administration block. A large covered area has proven to be a very valuable asset to the school.

Staffing at Cockle Bay School is stable and there is a core of experienced teachers who act as excellent mentors for new staff to our school. They are a dedicated and extremely hard working group who are constantly seeking continuous improvement and the fulfilment of our whakatauki.

The Board of Trustees and the Parent Teacher Network is a strong feature of our school and work in a collaborative manner to enhance and support teaching and learning.

The parents of our school have very high expectations and aspirations for their children and assist the achievement of these by actively supporting the school in all of its endeavours.

The students are a very special group, friendly, confident, competitive and strongly motivated to learn. We are approximately 53% NZ European/Pakeha, over 24% Asian, around 4% Maori and the remainder of our students identify with a wide range of ethnic groups.

The concept of quality is firmly embedded into the school culture and underpins all that is done at Cockle Bay. Likewise, the school has a genuine and firm commitment to both the Cockle Bay 4 Cs and the development of a Learner Profile for both students and staff.  Cockle Bay School is acknowledged as being an innovative and exciting place to work and learn while providing an extremely nurturing environment for al-fortunate enough to be associated with it.

WHAKATAUKI, WHAT WE VALUE, LEARNER PROFILE

The Cockle Bay 4C’sThe Cockle Bay 4C’s are how we articulate the vision to children, staff and parents. These are the key elements we see as important in developing a school culture where all children have the right to enjoy a safe, supportive, non-threatening learning environment.

In the spirit of co-operation, we as educators need the support of parents and children to develop the defined culture in all we do.

Caring for ourselves, others and the environment Respect for others, their cultures and their learning We all have the right to speak and be listened to at appropriate times Arguments and problems need to be talked about Respect other people’s personal space Stop, think, do Take responsibility for your own learning There will be a zero tolerance for bullying Seek help from the duty teacher or a mediator if you can’t solve a problem

yourself Keep your hands and feet to yourself Include people who might be lonely Care about/respect the belongings of others Respect others’ work as their best Care for our classrooms and equipment Care for the school grounds Keep your special things at home Wear your school uniform correctly and with pride Represent your school well when out of the school by wearing uniform well,

good behaviour, manners Take pride in your books - eg no scribbling on inside covers, name tags, etc Reduce, reuse and recycle

Collaboration Helping Please and thank you Moving sensibly around the school Don’t call out, respect a sensible noise level, use

positive language We all have rights and responsibilities Working together - teamwork Be respectful, courteous and well mannered Be prepared to take risks

Celebration Recognise strengths Students able to recognise what an achievement

is To get rid of “tall poppy” syndrome Learn to accept compliments Celebrating small steps Celebrating excellence Being proud of what you achieve Provide opportunities to share successes Individual celebrations of success

Know the balance between being proud and bragging

Continuous Improvement Always aim for your previous best and improve from

there Have your things ready for learning Use your mistakes as opportunities to improve and

move forward Listen to and use advice Set goals and focus on achieving them Celebrate learning and success

Working TogetherA feature of Cockle Bay School is the way we work together to achieve a positive school culture, which supports the school mission statement and ensures that quality learning and healthy growth occur.

OUR PARENTSHave high expectations for their children’s learning of the staff of the school

Are prepared to be involved in school activities with the PTN and its purposes in classroom activities in EOTC

Are supportive of the teachers the school management the curriculum the children policies and procedures

Appreciate being kept well informed and up to

date advised of their child’s progress consulted with valued and supported

STAFF ARE vital links facilitators by engaging children in quality

learning able to base programmes on the needs of

students able to see children as having worth committed to quality continuous learners supportive of school leadership, each other, the aims of the school the Board of Trustees & PTN parents able to foster

creativity decision making coping with change independence initiative respect for others caring responsibility success for all

positive PR persons for the school committed to effective communications with

parents

SCHOOL ENVIRONMENTSThat demonstrate and support learning and teaching parental involvement the use of initiative self motivation self discipline and respect for

authority warmth and support functionality and safety vibrancy

OUR CHILDREN have a wide range of backgrounds have many extra curricular skills are motivated to learn are willing and able to bring and share

resources from home have good health and home environments have supportive and encouraging parents have the potential for growth and continuous

improvement respect and adhere to the Cockle Bay 4C’s

THE PRINCIPAL has a central role to ensure that children and their learning is at the centre of all we do

set and foster high standards and expectations communicate at all levels demonstrate leadership, professionalism, constant positive relations, organising ability and a willingness to delegate plan and work at building a successful team have a commitment to the Quality concept of continuous improvement work closely with the Board of Trustees and PTN

Guiding PrinciplesObjectives Practices/Evidence

The Cockle Bay 4Cs and Core Values will underpin our school culture

Incorporation into social skills and general classroom programmes

All staff and pupils are able to enunciate them. Our staff and pupil codes of conduct are based on them. Appropriate signage around the school and in classes. School events based around the C of Celebration e.g.

Celebration Night, end of term assemblies Evident at team and school assemblies.

We will ensure that we promote and maintain high expectations of our pupils, their achievement, social functioning and behaviour, including learners with special education needs and will provide an environment that supports our children and staff in achieving those expectations.

Pupils, staff and parents are aware of our expectations. Pupils are an integral part of drawing up expectations. The CBS Curriculum Delivery Plan makes expectations

explicit. Children will be encouraged to be a part of the goal

setting process. Policies such as Standards of Work set consistent

standards across the school.

We encourage and support innovation and will use best practice, evidence based approaches as our primary approach to school improvement, built around our children's learning experience (such as Teaching as Inquiry).

Evidence informed discussions amongst staff, at team and staff meetings.

Improved pedagogical content knowledge of staff. Evidence based classroom decisions and practice.

Our school grounds/environs and classroom environments will be attractive, practical and enhance teaching,  learning and student achievement. Our environs are valued and seen as an educational resource that recognizes the importance of the relationship between our children and the natural world.

An annual budget, which includes on-going maintenance, Health & Safety requirements and development needs.

Attractive grounds, which engender pride amongst our CBS community.

Vibrant classrooms

Establishment of MLE included in ongoing property development

Cockle Bay School will be an inclusive school for all of its pupils. Where possible, pupils will be offered assistance through special programmes/support and differentiated classroom programmes.

Elements of inclusivity will be taught as part of our social skills programme.

Diversity is celebrated. Appropriate staff professional learning and development

is evident. The school’s physical environment is adapted where

necessary.

Our Curriculum will be rich, authentic, prioritized, challenging and based on pupil need, community expectations and the N.Z Curriculum. We will provide an environment that cultivates our children’s enthusiasm for learning.

Staff development of, and adherence to our CBS Curriculum Delivery Plan.

A prioritized curriculum based on the importance of the foundations of literacy, numeracy and Science.

Annual review of plan, or selected aspects by staff, parents and pupils.

Vibrant classrooms and excited pupils and teachers. Children’s ability to be able to articulate their learning

journeys

We wish to expose our pupils to a wide range of educational and co-curricular activities.

Large number of sporting and cultural options Happy and involved pupils An EOTC programme throughout the school, which is

based on an agreed spiral of skills. Improved playground behaviour.

Children will be encouraged to participate fully at our school in its curriculum, programmes and daily operations.

Our School Leaders, Councillors, Peer Mediators and Enviro’ Team are an important part of school life.

All year 6 pupils are provided with responsibilities, which assist in the overall functioning of our school.

Child speak is evident and valued. Pupils assisting in developing and running

events/programmes for other pupils. All pupils will be listened to and treated with respect.

We will work with our parents and our community in a genuine Parental support and opinion is actively sought in all

partnership aspects of school functioning. The PTA is a vibrant and viable organization. Excellent turnout at school functions/events. Parents support our development plans.

We value and trust our staff. We recognise the relationship between our teachers and children is critical to student achievement and are committed to continuous professional development and providing the right environment to support this.

Our teachers are well supported by the Leadership Team.

Teachers are encouraged to seek support from their PLC to enhance teacher/student relationships.

We will support our teachers to develop and deliver a 21st learning environment, providing up to date resources and ICT tools to facilitate effective curriculum delivery.

The annual budget reflects teacher input and need. Staff and pupils have access to quality ICT equipment and

staff development.

Appointment Timeline

Position Advertised Education Gazette - Online 1.6.18 / In print 11.6.18

Closing Date Friday 29th June 2018

Shortlisting to be completed Friday 6th July

Interviews Week 1 Term 3

Deputy Principal Appointed TBC

Deputy Principal Commences Beginning Term 4 2018

AdvertisementD.P Position

Cockle Bay SchoolDeputy Principal, 5 MU, + 1FT Decile 10, roll 700+We are seeking an innovative and inspiring leader of learning with strong interpersonal and leadership qualities to lead across the school, overseeing the pastoral care of the year 4-6 teams. The successful candidate will demonstrate a commitment to performing in a strong professional learning community focused on children and their learning. Additionally, the applicant must have an excellent working knowledge of the NZ Curriculum and model future focussed pedagogy such as, STEM, Coding and Robotics, therefore a strength in Numeracy would be advantageous. Possessing a strong knowledge of current assessment tools and strategies as well as being versed in e learning and GAFE (Google Apps for Education) are essential. Position commences Term 4 2018. Pre-application visits welcomed. Ph. 09 5348333, or email mariet@cocklebay.school.nzApplications close 29 June 2018.

Cockle Bay School  APPLICATION FOR EMPLOYMENT

Important Notes for ApplicantsThank you for applying for a position with our school.  Please ensure you have a copy of the position description and person specification before completing this application.

1. Please fully complete this form personally. First, read it through, then answer all questions and make sure you sign and date where indicated on the last page.

2. Attach a curriculum vitae (CV) containing any additional information, if necessary.3. Copies only of qualification certificates should be attached. If successful in your application you will be

required to provide the originals as proof of qualifications. 4. If you are selected for an interview you may bring whānau/support people at your own expense. Please

advise if this is your intention. 5. Failure to complete this application and answer all questions truthfully may result in any offer of

employment being withdrawn or appointment being terminated, if any information is later found to be false.

6. All applicants will be required to give consent to a Police vet. 7. a) Applicants may not be employed as a children’s worker if they have been convicted of a specified

offence listed in Schedule 2 of the Vulnerable Children Act 2014, unless they obtain an exemption. The Criminal Records (Clean Slate) Act 2004 will not apply to these specified offences and these offences will be included in your Police vetting results.  b) The Clean Slate Act provides certain convictions do not have to be disclosed providing:

you have not committed any offence within 7 consecutive years of being sentenced for the offence

you did not serve a custodial sentence at any time the offence was neither a specified offence under the Clean Slate Act 2004 nor a specified

offence under the Vulnerable Children Act 2014 you have paid any fines or costs

Please note that you are not obliged to disclose convictions if you meet the above conditions but can do so if you wish. If you are uncertain as to whether you are eligible contact the Ministry of Justice.

8. Shortlisted applicants being interviewed will need to provide originals of both a primary identity document (e.g. passport) and a secondary identity document (e.g. New Zealand driver license).  A list of acceptable primary and secondary documents is available in the last sections of the Vulnerable Children Regulations 2015.9. This application form and supporting documents will be held by the board. You may access these in

accordance with the provisions of the Privacy Act 1993. If you have any queries, please contact the person cited in the advertisement.

APPLICATION FOR EMPLOYMENT

Position applied for    Location       Vacancy/Reference Number

Tick one

Mr ☐

Mrs ☐

Ms ☐

Miss ☐

Or other preferred title:   Click here to enter text.

Surname/Family name First names (in full)

Birth name (if applicable)

Are you known by any other name(s)? (if yes please provide below) Yes ☐   No ☐

Full postal address

Email address

Contact telephone numbers

Personal: Business:

Identity Verification, Criminal Record and Right to WorkPlease tick the appropriate boxes:

Immigration information

Are you a New Zealand citizen?                                                                       Yes ☐      No ☐

If not, do you have resident status, or                                                               Yes ☐      No ☐

A current work permit                                                                                        Yes ☐      No ☐

Have you ever had a criminal conviction?                                                         Yes ☐      No ☐If “Yes” please detail:

(A board may not employ or engage a children’s worker who has been convicted of an offence specified in Schedule 2 of the Vulnerable Children Act 2014. The Clean Slate Act does not apply to schedule 2 offences.)Have you ever received a police diversion for an offence?                               Yes ☐      No ☐If “Yes”’ please detail:

Have you ever been discharged without conviction for an offence?                 Yes ☐      No ☐

If “Yes” please detail:

Do you have a current New Zealand driver’s licence?                                       Yes ☐     No ☐

Have you ever been convicted of a driving offence which resulted in                Yes ☐     No ☐temporary or permanent loss of license, or imprisonment?

If “Yes”’ please detail:

Are you awaiting sentencing or do you have charges pending?                       Yes ☐      No ☐If “Yes”’ please state the nature of the conviction/cases pending:

In addition to other information provided are there any other factors                Yes ☐      No ☐that we should know to assess your suitability for appointmentand your ability to do the job?

If “Yes”, please detail:

Have you ever been the subject of any concerns involving child safety?         Yes ☐      No ☐If “Yes” please detail:

Have you had any injury or medical condition caused by gradual                    Yes ☐      No ☐process, disease or infection, such as occupational overusesyndrome which the tasks of this position may aggravate or contribute to?

If “Yes”, please detail:

For teaching positions:

Do you hold a current practising certificate from the Education Council           Yes ☐      No ☐of Aotearoa New Zealand?

Please enter your registration number:

Educational QualificationsName Locatio

nNumber of years completed Highest Qualification Gained

Secondary School

University

Other

Employment History Please list your work experience for the last five years beginning with your most recent position. Please explain any gaps in employment.  If you were self-employed, give details. Attach additional sheets if necessary.

Period worked

(please specify the start and end

Employer’s name

(or reason for gap in

Position held

Reason for leaving

dates)    Start date                        End date

employment)

to

to

to

to

to

to

Referees Please provide the names of three people who could act as referees for you. One of these should be your current or most recent employer. Please indicate which referee is your current/previous employer in the table below. If you have included written references from people other than those recorded below, please note that we may contact the writers of these references.

Name Organisation Position/Relationship

Landline (preferred) Mobile

Authority to approach other referees

I authorise the Board, or nominated representative, to approach persons other than the referees whose names I have supplied, to gather information related to my suitability for appointment to the position.

Yes ☐

No ☐

I authorise the Board, or nominated representative, permission to access any information held by the Education Council of Aotearoa New Zealand (EDUCANZ) or any other educational organisation, including information regarding matters under investigation, to gather information related to my suitability for appointment to the position. 

Yes ☐

No ☐

I certify that:

The information I have supplied in this application is true and correct.

I confirm in terms of the Privacy Act 1993 that I have authorised access to referees.

I know of no reason why I would not be suitable to work with children/young people.

I understand that if I have supplied incorrect or misleading information, or have omitted any important information, I may be disqualified from appointment, or if appointed, may be liable to be dismissed.

Signature __________________________________         Date

Note: If completing this electronically a hard copy (signed) must be provided.

The following questions may be answered either in bullet points or paragraphs

What do you consider to be the characteristics of a successful Deputy Principal?

Why do you believe we should appoint you as the Deputy Principal of Cockle Bay School?

What previous experience have you had that is relevant to this position?

What have been your greatest professional accomplishments in the last three years?

In which curriculum areas do your strengths lie?

Outline your ability in the area of eLearning

What contributions do you believe you can make to the corporate life of the school?

If appointed what would be your priorities between now and taking up the position

Deputy Principal’s Job Description:

TITLE: Deputy Principal RESPONSIBLE TO: PrincipalPRIMARY OBJECTIVES: Culture: Take a lead role in contributing to professional leadership that focuses the school culture on enhancing teaching and learningPedagogy: Take a lead role in creating a learning environment in which there is an expectation that all akonga/learners will

experience success in their learningSystems: Create the systems and conditions in which staff and akonga/learners can function effectively and in which learning can occurPartnerships and Networks: Ensure that relationships and practices support teacher and student learning

RESPONSIBLE FOR:

Working collaboratively with the Principal and other Deputy Principal to ensure consistency of leadership across the schoolPastoral Care Years 4-6; Mathematics Curriculum Leader, Assessment and Reporting, Curriculum Delivery Plan, Professional Learning and Development, Overseeing Google Apps for Education implementation /overseeing eLearning and Technology Curriculum Teams Performance Management of staff, allocated day to day administration

APPRAISAL PROCESS OVERVIEW:The annual performance appraisal of the DP will be undertaken by the Principal and/or an external appraiser and will include a review of performance against:

▪ The Professional Standards ▪ The Job Description▪ The Performance Agreement goals for the year

Performance Agreement goals will be based on:⋅ The School Charter, Strategic and Annual Goals⋅ Annual targets for student achievement⋅ The DP’s previous performance review⋅ Emerging needs

Signatures __________________________ (DP) __________________________ (Principal)

CultureTake a lead role in contributing to professional leadership that focuses the school culture on enhancing teaching and learning

Manaakitanga: Leading with moral purposePono: Having self beliefAko: Being a learnerAwhinatanga: Guiding and supportingProfessional StandardsProfessional Leadership

⋅ Provides professional leadership to staff within the delegated areas of responsibility⋅ Makes constructive contributions to the work of the senior management team in a manner which supports effective school organisation and

improved learning outcomes for akonga/learners⋅ Understands, and applies where appropriate, current practices for effective management from both within and beyond education⋅ Supports the principal in the leadership and management of the school and deputizes when required⋅ Identifies and acts on opportunities for improving teaching and learning, reflects on own performance assessment and demonstrates a

commitment to own on-going learning in order to improve performancePolicy and Programme Management

⋅ Understands the implications of New Zealand's changing cultural, social and economic context and ensures that these changes are reflected in the policies and programmes within the delegated areas of responsibility

Staff Management⋅ Motivates and encourages staff to improve the quality of teaching and learning

CRITERIA Educational Leadership Model (ELM)

CBS KEY RESPONSIBILITIESEVIDENCE

Actively engage in the development and implementation of shared goals and vision

Actively promote and model the school’s vision, values, goals and other key school documents e.g. CBS Learner Profile the Curriculum Delivery Plan (CDP), school policies and procedures across the school

Model the CBS staff's Code of Conduct and the Education Council's Code

Play an active role in the setting up, achieving and reviewing the school’s strategic and annual plans

Ensure student progress and achievement is the focus of all decision making

Ensure that educational practices are inclusive

Model and support teachers develop cultural competencies to reflect the school’s diversity in planning, programme implementation and all interactions with akonga/learners and parents

Support teachers to maintain safe, well-organised, student-focused classroom environments and to prioritise the wellbeing of their students.

Facilitate PLGs to ensure teachers work together to reflect the diversity of their students in their classroom programmes, learning environments and interactions, with a special focus on Maori, Pasifika and special needs

Ensure that the language, identity, and culture of akonga/learners and their families are acknowledged and valued

Actively support teachers in multiple forums and events to focus on knowing their student well, focusing on their progress and achievement - what they can do and next steps

Ensure that this understanding is applied in their interactions with akonga/learners and their families and in designing appropriate programmes and deliberate acts of teaching

Support teachers to integrate Te Reo and Maori tikanga into classroom programmes, learning environments and interactionsEnsure a safe and well-organised environment that allows teachers to focus on their teaching, and akonga/learners on their learning

Contribute significantly to the smooth running of the school if in the Acting Principal’s role

Protect teaching and learning time; ensure that teams and teachers focus on student engagement, progress, achievement and celebration of success

Actively participate in the work of the Health and Safety committeeMaximize student well-being when dealing with conflict situations

Support the development of practices that set an expectation that all akonga/learners will experience success in learning

Use every opportunity to articulate high expectations of teachers and constructively support teachers to reach them

Assist in the setting and maintaining of high standards across the school in all areas of the school’s performancePlay a leadership role in school self evaluation processes and demonstrate teaching as inquiry

Model practices in which teamwork is expected and valued

Is an active, supportive, loyal and forward thinking member of the SLT

Is solutions-focused and an evidence-based problem solver who is committed to continuous improvement

Promote a collective pride in and loyalty to the school

Lead and create opportunities to advance and celebrate the progress and success of akonga/learners and staff

Contribute actively to the school’s celebration of students’ and staff efforts and successes

PedagogyTake a lead role in creating a learning environment in which there is an expectation that all akonga/learners will experience success in their learning

Manaakitanga: Leading with moral purposePono: Having self beliefAko: Being a learnerAwhinatanga: Guiding and supportingProfessional StandardsProfessional Leadership

⋅ Identifies and acts on opportunities for improving teaching and learning reflects on own performance assessment and demonstrates a commitment to own on-going learning in order to improve performance

⋅ Demonstrates a thorough understanding of current approaches to effective teaching and learningPolicy and Programme ManagementInitiates, plans and manages in association with the principal and other staff, policies and programmes which meet national requirements, are consistent with the school's charter and strategic planning, and which reflect the school's commitment to effective teaching and learning

Middle Leadership Criteria

Indicators

Model pedagogical and pastoral care practices that are effective for all akonga/learners

Ensure student achievement data are up to date and accurate, available in different formats for different purposes

Ensure student achievement data are used effectively by teachers on an ongoing basis to inform and drive curriculum programmes and pedagogical practices

Ensure that teams and teachers are monitoring and addressing the learning needs of Maori and Pasifika students, those with special needs and target and focus student,

Support teachers to effectively implement the CBS ‘Learner Profile’ and teacher inquiry processes by modelling, coaching and through the school PLD programme

Address any teacher performance issues promptly and appropriately

Use the principles of Ka Hikitia, the Pasifika Plan and Tataiako as a foundation for addressing the learning of Maori and Pasifika akonga/learners

Engage in and lead professional development,

Keep up to date with date evidence-based teaching and learning principles and pedagogy

keep up to date with teaching and learning theory

Effectively lead and engage teachers, teams and the whole staff in PLD in a range of different forums

Play a lead role in the implementation and review of the school’s leadership and mentoring programme to affect improvements in teacher practice and raise student achievement

Lead teacher inquiry within the school using the CBS teacher inquiry modelLead curriculum planning, development, and review

Leads and works with the Curriculum leaders to ensure the school’s Curriculum Delivery PLan, including the school’s curriculum, is aligned with the NZC, is up to date, incorporates the school’s Effective Teaching and Learning Practices and meets the needs of the CBS akonga/learners

Work closely with the Team Leaders to ensure classroom programmes meet the school’s expectations of curriculum delivery (e.g. the Curriculum Handbook is being fully implemented)

Leads and/or is an active participant in school wide review, following the school’s model and procedures

SystemsEnsure Team systems and conditions to enable staff and students to function effectively and in which learning can occurManaakitanga: Leading with moral purposePono: Having self beliefAko: Being a learningAwhinatanga: Guiding and supportingProfessional StandardsStaff Management

⋅ Devolves responsibilities and delegates tasks when appropriate⋅ Participates in the school's performance management systems and makes recommendations to the principal on appropriate professional development

opportunities for staffRelationship Management

⋅ Provides information to the Principal on areas of delegated responsibility in order to assist with effective day to day management and strategic planning in the school

⋅ Understands and operates within the limits of the delegated authorities and adopts a consultative approach with the Deputy Principal and Principal and other staff on issues relating to school policy

⋅ Establishes and maintains good communication processes with staff, and between staff and members of the senior management teamFinancial and Asset Management

⋅ Effectively and efficiently uses available financial resources and assets, within delegated areas of authority, to support improved learning outcomes for akonga/learners

Middle Leadership Criteria Indicators Evidence

Take an active role in decision-making processes and designing practices for general and strategic school administration

Successfully fulfill responsibilities that ensure the school runs smoothly on a day to day basis

Engage in decision-making to ensure that the school’s resources meet akonga/learners’ needs● Pastoral care resources are effectively managed● Budget holders are appropriately supported to make wise, evidence based resourcing decisions in line with the school’s

targets and goalsTake an active role in decision-making processes and designing practices for academic tracking of akonga/learners through assessment, evidence collecting, and data

Effectively implement robust assessment processes and practices so that student learning is accurately tracked, moderated and reported in line with the school’s assessment and reporting schedule and to meet MOE requirements e.g.

● ensure e-Tap meets the needs of the school, teams and teachers● Student achievement data are up to date and accurate, available in different formats for different purposes● There is an annual assessment and moderation schedule in place● Administration of tests is consistent across teams and teachers● Moderation practices are robust and adhered to by teams and teachers

analysis ● Assessment tasks are appropriate to the learning being assessed● Student achievement data are used effectively by teachers on an ongoing basis to inform and drive curriculum programmes

and pedagogical practices● Prepare and present student progress and achievement reports to the Board● Evidence-based targets and/or goals are set by the Schools/Teams/teachers to address the needs of Maori and Pasifica

students, those with Special Needs and focus studentsTake an active role in decision-making processes and designing practices for pastoral care of akonga/learners and support for staff.

Effectively implements and monitors a range of systems and practices to ensure student well-being/hauora across the school

Ensure the behaviour management system is applied by teachers cross the school and kept up to date and relevant to the schools’ culture and akonga/learners’ needs

The Principal is kept fully informed of any teacher and student issues

Partnership and NetworksEnsure relationships and practices support teacher and student learningManaakitanga: Leading with moral purposePono: Having self beliefAko: Being a learningAwhinatanga: Guiding and supportingProfessional StandardsStaff Management

⋅ Fosters relationships between the school and the community⋅ Communicates effectively both orally and in writing to a range of audiences⋅ Motivates and encourages staff to improve the quality of teaching and learning

Relationship Management⋅ Establishes and maintains good communication processes with staff, and between staff and members of the senior management team

Middle Leadership Indicators

CriteriaEngage in ongoing professional learning

Be open to learning and demonstrate a commitment to personal professional PLD

Keep up to date with education trends, issues

Engage in quality self reflection and inquiry and make good use of feedback to improve leadership approaches and strategiesBuild strong, constructive professional relationships with staff and akonga/learners that focus on student progress, achievement and well-being

Know staff personally and professionally

Support teachers to be high performing professionals● affirm best practice● front issues as they arise

Model constructive relationships with akonga/learners, staff, parents/whanau and other adults

Work alongside the Teams to support student learningWork with parents, whānau, and the Board to establish shared expectations for akonga/learners and encourage teachers to do the same

Lead and/or actively support a range of parent meetings and forums

Support the school’s commitment to communicating effectively and building partnerships with parents in support of student learning

Encourage and support teachers to build home/school partnerships in a range of different ways

Actively contribute to Board meetings

Have sound and constructive relationships with parents and engage them in productive problem solving

Network across schools and educational agencies to share ideas and challenge practices

Participate in a range of professional opportunities to share knowledge and expertise with colleagues from other schools and education organisations to keep up to date and inform CBS practices

Liaise effectively with support agencies to gain assistance and expertise for akonga/learners

Develop networks in the wider community to ensure that the school’s needs are addressed and its achievements are well presented.

Play an active role in school/community events and activities