Curriculum / Management / Leadership Responsibilities

Assistant Principal

Senior Management Roles -

Curriculum / Management / Leadership Responsibilities

Job Description for:

Assistant Principal – Permanent position. 3 Permanent Management Units.

Responsible for teaching a Year 7 class.

General Statement Of Responsibilities:

As a Senior Manager, as per the attached Job Description which outlines the Professional Standards, Key Tasks and Performance Indicators which accompany the Management unit.

General Contribution To School Life:

Ø  Successfully organise aspects of programmes within the school to promote teaching and learning.

Ø  Professionally support all school- based focus, goals and initiatives.

Ø  Provide positive support to colleagues, which include successfully managing diverse staff and implementing EEO principles for staff at the school.

Ø  Senior Syndicate Team Leader for four other teachers -(includes DP release teacher)

Assistant Principal - General Responsibilities:

First Permanent Management Unit for:

·  Co-leader of Curriculum Leadership Team with Principal & DP: attend BOT meetings to present / report

1.  Work with senior management to:

Ø  Assist with leadership of school contracts; attend BOT meetings when required

Ø  Assist at staff meetings to prepare meeting agendas, plan and document the staff meeting overview each term and co -lead staff meetings

Ø  Achieve goals on the Curriculum Reporting Timetable

Ø  Develop school wide initiatives, programmes and assessment in curriculum development

Ø  Assist to implement the pupil reports which link to the assessment priorities of the NZC & National Standards*

Ø  Assist with leadership of school contracts e.g. contract implementation, SRL / MLE PD (as per 2018 Curriculum Development Plan), implementation of SOLO, Hapara Tool, collaborative teaching & learning practices, C.O.L., LCC Cultural Narrative and LCC cluster Literacy contract.

1.  Review senior school Mathematics end of term results and collate to inform teaching action plans for the following term - discuss with teaching staff.

2.  Assist the Principal to monitor the effectiveness of Special Needs and Abilities programmes.

3.  Work closely with the Principal in the organisation and administration of the school.

4.  Provide professional and administrative advice and information to the Principal including:-

working with Principal, DP & lead teacher on strategic planning and BOT related strategic

plans for the school

6. Maintain a close, friendly working relationship with the Principal and Staff

7. Organise School Timetables, Duty Rosters and Senior Assemblies.

9.  Organise day-to-day relief teachers as required for the smooth operation of the school day. Convey daily relief information to the Principal

10.  Fulfil the role of Syndicate Leader for Senior School teachers (Rooms 5, 6, 8) by:

a.  Leading syndicate team meetings

b.  Checking teacher planning, assessment & evaluations each term

c.  Checking class registers, long term plans, timetables each term

d.  Monitor teaching programmes - track achievement & progress of pupils

e.  Monitoring formative teaching practices in the classroom e.g self & peer assessment, formative classroom learning environments

f.  Setting up collaborative team teaching partnerships, Monitoring Inquiry Learning, MLE teaching programmes

g.  Conduct Observation & Feedback Senior School Teacher Appraisals (formative meeting x 1 per early term T2, T3) for Performance Management SRL Personal Development objectives – next steps to be developed for each teacher focusing on self regulated learning strategies (formative assessment) based on their next steps from 2017 feedback goals

h.  Appraiser Tool – 4th year of teacher performance management approach – assist and support the Principal to implement & embed this on-line appraisal approach with teaching staff checking that the required components, 2018 focuses are being implemented; work with syndicate team as they reflect on their journals giving regular feedback & encouragement; encourage self reflections which focus on teacher inquiry into both their teaching practice and professional practices; monitor that the evidence is robust and meets the EDUCANZ requirements for the Principal; implement necessary conversations with team members where guidance / support is needed. Establish a syndicate focus goal on the Interlead Appraiser Tool.

i.  Monitoring senior target pupils’ progress & achievement towards National Standards using school’s progress spreadsheets - Implement an effective approach to monitoring progress & achievement of Target pupils with syndicate members – class planning, modifying, discussing, analysing daily work efforts, thorough preparation, classroom environments checked for high quality learning environments

j.  Monitoring that Ka Hikitia “success for Maori” expectations are being implemented

k.  Meeting to discuss OTJ, moderation & action plans with teachers for pupils identified for school target work

l.  Encouraging ‘Teacher Inquiry’ practices – monitor and encourage at meetings

Planning Responsibilities:

·  oversee planning requirements for the class programmes ensuring that deadlines are met

·  monitor action plans with teachers for target pupils as per Reading, Writing, Maths action plans for 2018 target pupils in senior syndicate – oversee teachers in this work

·  discuss and support planning of class programmes - particularly in Literacy and Numeracy

·  discuss and support planning, teaching and achievement of deadlines for meeting school targets

·  ensure that above action plans for target pupils are being implemented as stated

·  check syndicate timetables at start of each term forwarding copies of each term’s timetables to the Principal –first having checked for coverage

·  review all class planning and assessment in Literacy and Numeracy and give written feedback at end of each term to class teachers

·  ensure a copy of the end of term review is forwarded to the Principal

·  perform self review with written summary feedback of teacher performance using Interlead AC Tool & support teachers to meet recommendations identified on performance appraisal

Support the Principal in establishing staff professional development for the implementation of the Professional Standards and all NAG 1 Curriculum and Learning requirements including the National Standards* & the NZ C.

·  Maintain a close, friendly working relationship with the Principal and Staff.

·  Deputise when Principal & DP are absent.

2. B: Second Permanent Management Unit:

Special Education: 2018 (TBA) i.e. ESOL, SEG , ORS/ACC, IRF / LSF:

Manage the Special Needs and Abilities programmes by:

Ø  Co-ordinate and timetable all special education programmes in the school.

Ø  In consultation with the Principal, and based on information given by teachers and other professionals, identify children for the Special Education programme, and ascertain their needs.

Ø  Maintain a Special Education register of all identified children.

Ø  Set programmes for these children, in consultation with class teachers, other professionals and principal.

Ø  Monitor all Special Education programmes and children. Modify and adjust programmes and timetables to accommodate the learning needs of the children.

Ø  Report on Special Education programmes to the Principal on a regular basis.

Ø  Meet with the Principal twice yearly to evaluate class descriptions provided by class teachers.

Ø  Provide a mid- year and an annual report to the BOT on the Special Education programmes in the school.

Ø  Meet regularly with the Teacher Aides to evaluate the programmes in place and make any necessary alterations. At this time check Teacher Aide’s programme evaluation forms.

Ø  Organise outside professionals and advice when necessary. Co-ordinate meetings and IEP’s when required.

Ø  Maintain all documentation on children identified for Special Education programmes.

Ø  Make any necessary reports to parents of these children. Inform parents of their child’s inclusion on the Special Education programmes.

Ø  Meet with the Principal to determine timetabling issues and to establish whether Teacher Aide help is required in the classrooms- duration of, frequency, which aspects of classroom programmes.

Ø  Attend meetings organised by RTLB’s, RT LIT’s and report back to staff.

Ø  Support class teachers and teacher aides to deliver appropriate programmes for these children.

Ø  Conduct performance appraisals for Special Education teacher aides. (e.g ORS/ACC, ESOL, RTLB, classroom learning support, SEG)

Third Permanent Management Unit – other specific AP responsibilities:

Professional Leadership:

1.  Work with the Principal, DP to:

Maintain the work the school has developed on the SRL PD & new developments school wide for MLE:

Ø  maintain a school culture that encapsulates expectations for learning, behaviour and the school spirit

Ø  continue to develop, review & refine a curriculum framework for the school that focuses on Literacy, Numeracy and Integrated Learning

Ø  working with teachers to implement an integrated school curriculum using an Inquiry Learning model in Health, Science, Social Studies & Technology

Ø  consolidate and continue the school’s work in Self Regulated Learning (SRL) which will include:

·  continue to embed staff’s understanding of the SRL’s/MLE’s school-wide

·  maintain school programmes that focus on the teaching of SRL’s/MLE’s so that student engagement in learning is maximised

·  work with staff to develop the SRL’s/MLE’s in their class teaching programmes & to link into our school culture work

Ø  continue assisting teachers to develop a range of teaching strategies that will utilise the most effective tools to enable successful differentiation of the NZ school curriculum.

Ø  Responsible with Principal, DP to support the teacher who is leading curriculum reviews i.e. assist them in collating data, writing and reporting on school Curriculum reviews and reports - implement and follow the Curriculum Review overview for review timetable

Professional Leadership Responsibilities 2018: (may change each year)

·  implement the National Standards* priorities & requirements during 2018 as per the priorities identified in the PLD planning

·  implement the goals outlined on the school’s 2018 Annual Plan relating to the National Standards*

·  implement the Reporting Timeline for 2018 with syndicate team

·  attend Community of Learning leadership team days and participate in leadership PLD as required by COL

Raising Student Achievement in relation to National Standards* Targets will be monitored & overseen by AP / DP:

·  monitor & work with staff to ensure that the Target action plans are fully implemented each year.

·  next steps from 2017 OTJ sheets will be analysed and developed into differentiated programmes by the class teacher in their planning

·  arrange an initial Syndicate meeting, to discuss action plans for each Reading, Writing, Maths target area

·  compare these with the next steps on OTJ / Dec reports then class teachers to develop these into differentiated teaching plan for these pupils. (the strands / learning outcomes which are causing pupils to underachieve.)

·  under the guidance of their syndicate leader, class teachers will teach explicit Mathematics, Reading, Writing instructional programmes which will address the strands / learning outcomes which are causing pupils to underachieve

·  class teachers will monitor these pupils’ progress closely using the progress monitoring sheets developed for this purpose

·  syndicate leaders must be involved in an OTJ meeting for these pupils when checking on progress, reporting to parents, reporting on progress to Principal to enable school to be carefully tracking progress – this should be happening at least x 2 per term.

·  progress will be closely monitored to ensure the students’ learning needs are being met and achievement is raised using the sheets developed for this purpose.

·  pace of progress is monitored so that progress is accelerated for pupils in the target groups – report to BOT on pace of progress, analysis of pace of progress

·  provide clear information on the school’s implementation of National Standards* for parents, BOT & staff – implementing feedback received from parent consultation for new report formats

·  prepare & present reports, assist the Principal to analyse the 2017 charter targets against the National Standards* reporting requirements in the charter for the BOT.

·  meet with the BOT to present & report against the student achievement targets for National Standards* as required – attend review meetings with the BOT for the BOT self review tool

·  continue to develop & fine tune effective reporting systems within the school i.e. assessment moderation systems, school wide progress reports, National Standards* benchmarks for Reading, Writing & Mathematics, reporting to parents, BOT self review, implementation of BYOD & parent portal on eTap SMS

Specific details relating to the management unit for National Standards* are outlined below – A – C as per the MOE Information for Schools brochure:

A Lead PD & support staff on PD as per the National Standards* guidelines MOE brochure:

1.  Help students to understand the standards & their goals in relation to them

2.  Assess students’ progress & achievement in relation to the National Standards* using a range of assessment methods

3.  Ensure students understand their progress and achievement and what the next steps are in their learning

4.  Promote and encourage teachers to develop self regulation strategies for their pupils based on the work outlined in the 2018 PLD programme

5.  Support parents to understand the process and format of reporting and how they can work with the school to support their child’s progress

B.  As a member of the senior management team:

1.  Attend meetings for the successful implementation of the National Standards*

2.  Develop teachers’ & BOT’s understanding of the links between the National Standards* and the NZC – attend meetings with BOT members in their review of National Standards* requirements

3.  Develop self review processes and tools at classroom, school & governance levels - deepen BOT’s understanding of assessment and its role in supporting individual students

4.  Ensure that plain language reporting gives parents the information they need to support their child’s learning and includes the four recommended goals for parents – as per parent feedback on school reporting

5.  Prepare specific school-wide targets for student achievement in relation to the National Standards* for inclusion in the school’s charter

6.  Ensure that assessment of progress & achievement in relation to National Standards* will be an integral part of teaching & learning across the NZC

C.  The Role of Assessment:

1.  Perform a lead role in developing self regulation strategies within school practice – teachers & pupils

2.  Assist teachers to have their learning needs for National Standards* addressed

3.  Evaluate how well assessment information on school-wide progress & achievement is reported to the BOT

4.  Monitor the school’s curriculum targets and how these methods can be applied to the targets that will be included in the charter