St Brendan’s School

Team Leader, tagged

Application Pack

Junior Syndicate,Commencing Term 3 / 4, 2017 - Starting date to be negotiated

Enclosed you will find the following documentation:

Criteria for Appointment

Appointment Timeline

Person Specification

Job Description

Application Form

S Form

Criteria for Appointment

Ability to meet the requirements of the Job Description and Person Specification

Ability to uphold and promote the Catholic Character of our School

Successful leadership and management experience

Record of achievement as a classroom teacher

Willingness and proven ability to take a full and active role in the corporate life of the School

Additional personal and professional qualities of the applicant

Timeline

24 July 2017Applications close with the Principal at 12 noon.

If you are able to send in S65 Forms prior to this date, this would be appreciated (as approval of tagged positions can take up to 10 days to be processed.)

All applications will be acknowledged in writing.

31 August 2017Shortlist of applications drawn up and interviews arranged.

2-3 August 2017Interviews conducted.

2-3 August 2017Referee Check

3 August 2017Interview process complete.

Successful applicant will be informed and given 24 hours to accept / reject position.

6 August2017Unsuccessful applicants advised.

CVs returned to those who provide return envelopes.

Successful applicant's position confirmed in writing

Term 3, 2013Successful applicant takes up position at St.Brendan’s School, Term 3, 2017, starting date to be negotiated.

Person Specification

Team Leader, Permanent, tagged

Commencing,Term 3 / 4, starting date to be negotiated.

Junior syndicate

Knowledge and Understanding

The appointee will have:

  1. A willingnessto uphold the Catholic Character of the School and to deliver the Religious Education curriculum.
  2. Sound knowledge of the curriculum and current teaching techniques.
  3. A commitment to child centred learning.

Skills

The appointee will:

  1. Have strength in utilising information technology to support teaching and learning programmes.
  2. Utilise progressive modern teaching techniques.
  3. Have a willingness and ability to teach in any area of the school.
  4. The ability to lead a team.
  5. Have demonstrated ability to work constructively with parents, teachers and other education professionals to enhance the learning of children.
  6. Have an ability to use Information Computer Technology to enhance class programmes

Experience

The appointee will:

  1. Have recent experience in making positive change.
  2. Have created a stimulating classroom learning environment that has been an excellent model to others.
  3. Have experience and or an interest in the modern learning theory.
  4. A willingness to promote and uphold the special character of the school.

Personal Qualities:

The appointee will

  1. Be enthusiastic and take the initiative.
  2. Genuinely enjoy children, teaching and working in a co-operative environment with parents & staff.
  3. Be open-minded, willing to learn and explore new ideas and experiences.
  4. Be willing to take part in extra curricular activities (e.g. School Masses).
  5. Be a team player who will willingly support and empower others.
  6. Model a positive and professional attitude to change and school development.

The Character of a Catholic School

Brief Statement for the Information of Teachers

The special character of a CatholicSchool is defined in the Integration Agreement as follows:

“The school is a Roman Catholic School in which the whole school community, through the general school programme and its religious instructions and observances, exercises the right to live and teach the values of Jesus Christ. These values are as expressed in the Scriptures and in the practices, worship and doctrine of the Roman Catholic Church, as determined from time to time by the Roman Catholic Bishop of the Diocese.”

A teacher applying for a position in a Catholic school needs to understand the commitment this involves.

All teachers, whether Catholic or not, are part of this “whole school community.” Each teacher is therefore expected to use his or her specific skills to achieve the purposes of the school.

A Catholic school assists the Church in its mission. It does this by helping its pupils to become complete persons, that is to say, persons with knowledge, faith and norms of living which are harmonised.

All subjects are taught for their own value and with their own objectives. Catholics believe in the value of all human knowledge as it is part of God’s truth.

The Religious Education Programme is an integral part of the curriculum. The principles, truths and ethics of that programme permeate whatever the school does. The focal point of the whole school is Christ. The pupils are taught that God is creator, that Jesus Christ is God-made-man, that their ultimate goal is heaven; that authority to teach and interpret God’s re elation was entrusted to the Church and is exercised by the Pope and Bishops. The school as a whole subscribes to the Apostles’ Creed which is the oldest of the formulas used by the Christians to express their faith. It accepts the two-fold commandment of Christian love of God and neighbour and the other values expressed by Christ as norms of living.

No teachers will be required to act against their own conscience or personal philosophy of life. That would be unchristian and contrary to the aims of the school. However, in accepting a position in a Catholic school it is assumed that the teacher realises that:

Teachers work as a team. Therefore all teachers are expected to contribute, according to their individual strengths and within their personal convictions, to the total purpose of the school. No school can operate successfully if any teacher undermines the efforts of others.

Teachers are role models. A school community rightly expects teachers to act so as to be appropriate models for its children. Conduct by a teacher which would give the school community grounds for thinking that the teacher’s attitude is antagonistic to the special character of the school would not only be unprofessional, it could damage or even destroy that teacher’s effectiveness.

New teachers will find senior staff willing to assist them in gaining a fuller understanding of the school and its special character and in solving any difficulties that may arise in the course of their teaching duties. In addition, the following will be found helpful. Copies will be found in the staffroom or school library:

We Live and Teach Christ Jesus – NZ Catechetical Directory; NZ Catholic Bishops Conference 1974.

The CatholicSchool; Congregation for Catholic Education, 1977

Lay Catholics in Schools: Witnesses to Faith; Congregation for Catholic Education 1982

The Religious Dimension of Education in a CatholicSchool; Congregation for Catholic Education, 1988

The Church’s Confession of Faith; A catholic Catechism for Adults; German Bishops’ Conference. St. Ignatius Press, 1987 (San Francisco)