NORSEWOOD AND DISTRICTS SCHOOL JOB DESCRIPTION: PRINCIPAL In 2017: There may be a small teaching component for release but not a whole class responsibility Responsible to: The Chairperson of the Board of Trustees, and responsible for: The overall management and professional leadership of the school, for the implementation of the Charter, policies and programmes. The direction, motivation, and supervision of all staff, including administrative and all other non-teaching staff. Gathering data for analysis and using the information gained to improve the delivery of the curriculum Fostering positive relationships between the various sectors of the school community Managing finances and assets within Board guidelines Meeting statutory and reporting requirements Directing the day-to-day operations of the school, taking direction from the school's Charter and Strategic Plan, its policies, and the Board of Trustees. Being a Board member in his/her own right and at the same time in the role of school manager, providing information and guidance to the board and its committees. NOTE: The Principal may delegate tasks to other staff, but the responsibility for ensuring the delegations are completed to a professional standard remains with the Principal. The Principal is a full member of the Board of Trustees, sharing with other trustees collective responsibility for the governance of the school, including the preparation of the annual budget and the development of school policy. As the professional adviser to the board, the Principal is to ensure that the board is aware of its responsibilities and legal requirements under the various Education Acts, Ministry of Education directives, and the School Charter. The Principal is employed by and is responsible to the Board of Trustees for the effective operation of the school. This management role involves four main areas of responsibility: the educational success of the school, the performance and development of its staff, the day to day administration of the school, and effective communication between all members of the school s community. In each of these areas, the Principal will implement approved school policies and procedures. Person specifications: Enjoy working with children Love of learning Positive, innovative Willingness to be involved in local community activities Strong interpersonal skills Excellent time management Excellent oral and written communication Willingness to be actively involved in Dannevirke Schools Community of Learning In addition, specific key performance areas (KPA s) will be negotiated each year with the Board of Trustees and will form the annual performance agreement. These will be based on annual targets and areas for development as identified through the appraisal process or ERO reviews. The responsibilities may, however be stated generally as follows.
EDUCATIONAL LEADER The Principal will lead teaching staff in the planning, implementation, and evaluation of educational programmes designed to deliver national and any local educational goals. The Principal will ensure that these programmes contribute to a coherent, balanced, equitable curriculum delivery that reflects school priorities. The Principal will ensure that programmes are adapted to the specific learning needs of individual students and will enlist the assistance of specialist agencies if necessary. Student progress will be assessed, monitored, recorded and reported on. This will be assessed in conjunction with the National. PROFESSIONAL LEADER The Principal will assist in the employment of competent staff in all areas of the school, through the implementation of the school s personnel policies. The Principal has responsibility for on-going staff appraisal, for the professional development of staff through an approved training programme, and for staff discipline as specified in the appropriate agreements and school policies. ADMINISTRATOR The Principal will oversee all aspects of school organisation, will undertake day to day financial management, and will supply such information as may be required by the Ministry of Education and other educational agencies. The Principal will document and monitor personnel, salary and leave information, and supply it to the appropriate agencies. S/he will ensure that all school rules and regulations are adhered to, and will undertake the routine supervision of the cleaning and grounds staff, to ensure that the school environment is clean and safe. The Principal will oversee the contracted bus service to ensure student safety. The Principal will also oversee the running of the network and outsource any repairs that may be needed. COMMUNICATOR The Principal will report regularly to the Board of Trustees on management issues and the attainment of strategic goals. The Principal will interact with the Chairperson and other board members at all times over matters of mutual interest or concern. The Principal will provide professional advice to the board, and will facilitate a harmonious working relationship between the board and the school staff. It is the Principal s role to ensure that effective communication networks operate within the school, to foster positive staff relationships, and to provide staff with the opportunity to participate in decision-making within the school. The Principal will work to maintain a climate of trust and co-operation between the school and the community it serves. The Principal will encourage and facilitate parental/caregiver involvement in the school. It is the Principal s responsibility to ensure parents are informed regularly on their children s learning and progress. APPRAISAL AND PERFORMANCE Annually the Principal will be appraised against the Professional as set out in the current Collective Agreement, the performance indicators contained in this agreement, and any set goals. There is also a requirement that the Principal will be annually appraised against the professional standards applying for an Experienced Teacher based on the New Zealand Teachers Council criteria for registration. It is an Employment Agreement requirement of the position that performance is measured annually. Progress will be monitored, and as a part of the appraisal, a report on the achievement of specific objectives will be written. Any specific advice and guidance required to meet objectives will be negotiated if there is a need, otherwise the expectation is that objectives for the following year will arise from the current appraisal cycle or from identified need. Self -review will be part of this process.
APPRAISAL PROCEDURE Observations, interviews, the reading of documentation and questioning will form the basis of the appraisal process. Following the gathering of data, an appraisal interview will take place between the Principal, the Chairperson, and the independent appraiser. School policy will be followed during the appraisal process. APPRAISAL TIMING This agreement sets the formal appraisal cycle from March to March annually. A full written report will follow the final visit. The following headings relate to the Areas of Practice defined in the current Primary Principals Collective Agreement, Schedule 2. Each box below contains the standards applicable in that area of practice; under these are performance indicators relating to those standards, and following these is an indicative list of evidential possibilities. The indicators and evidential list may apply to other areas of performance and other standards. CULTURE provide leadership that focuses the school culture on enhancing learning and teaching. 1. In conjunction with the Board, develop and implement a school vision and shared goals focused on enhanced engagement and achievement for all students. 2. Promote a culture whereby staff members take on appropriate leadership roles and work collaboratively to improve teaching and learning. 3. Model respect for others in interactions with adults and students. 4. Promote the bi-cultural nature of New Zealand by ensuring that it is evident in the school culture. 5. Maintain a safe learning-focused environment. 6. Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected. 7. Manage conflict and other challenging situations effectively and actively work to achieve solutions. 8. Demonstrate leadership through participating in professional learning. Performance Indicators related to Culture, Ensures that learning is the central focus of the school A vision developed with the Board, and shared goals which direct the school in the immediate and longer term future. Is recognised as a curriculum leader by staff Ensures that the planning and implementation of curriculum programmes is evaluated Ensures that teachers review their programmes and keep them up to date Provides leadership and seeks ways to incorporate elements of te reo and tikanga Maori into school and classroom life. Understands and articulates the school rationale for all its current practice Acts as a role model for staff Sets clear expectations for others Encourages staff to develop, implement and evaluate high quality innovations Contributes to professional debates both within and beyond the school Encourages vision and innovation to advance the special nature of the school Uses a range of approaches to solving problems Establishes and implements processes for regular school self review
Ensures that sound processes are in place to monitor and record outcomes of student learning Reflects on outcomes of student learning and implements strategies for improvement Effectively administers the day to day running of the school Establishes, implements, and maintains effective and efficient management systems Keeps up to date with current management processes through professional reading and training Actively seeks out and implements best practice systems for management and leadership Manages time well Makes difficult decisions after careful consideration Adapts to changing circumstances Focuses on moving the school forward Prioritises tasks and meets deadlines Ensures the board has access to information it requires; keeps in close communication with the board chair Actively participates in policy development processes Implements board approved policy Undertakes self-appraisal or review against the performance agreement Identifies own strengths and weaknesses Actively seeks opportunities to improve knowledge and skills Builds networks with a range of organisations to enhance own learning Maintains active memberships of professional organisations The above performance indicators may be in part evidenced by any of the following: School strategic and annual plans. Curriculum delivery documentation with implementation guidelines Agreed and used behaviour management programme Individual student files, portfolios of students work, unit and lesson evaluation sheets or systems meeting these functions. Timetable of curriculum reviews, curriculum reviews, analysis of school wide summative data showing progress of children Data and its analysis of student progress presented to the Board Principal's performance agreement Principal's reports to the Board School administration, information handbook or similar PEDAGOGY: Create a learning environment in which there is an expectation that all students will experience success in learning. 1. Promote, participate in and support on going professional learning linked to student progress. 2. Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand Curriculum documents. 3. Ensure staff members engage in professional learning to establish and sustain effective teacher / learner relationships with all students, with a particular focus on Maori students. 4. Ensure that the review and design of school programmes is informed by school-based and other evidence. 5. Maintain a professional learning community within which staff members are provided with feedback and support on their professional practice 6. Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on Maori and Pasifika students.
Performance Indicators related to Pedagogy; Keeps up to date with issues that could impact on the work of the school Considers and implements ways the school s programmes may need to be modified in response to cultural, social, demographic and economic changes. Demonstrates an understanding of the implications of the Treaty of Waitangi and te reo me ona tikanga and reflection of this in school delivery. There is evidence of recognition of the needs and aspirations of students and parents from Pacific Islands and other ethnic groups Provides opportunities for different groups in the school community to articulate their vision for the school Analyses student learning and monitors results Demonstrates an understanding of productive approaches to school improvement Ensures the provision of quality learning opportunities for students with special educational needs Ensures the staff understand and value the special character of the school Supports a school ethos that sets high expectations for student and teacher achievement The Pedagogy performance indicators may be in part evidenced by any of the following: Evidence of consultation with the wider school community, whanau and other interest groups as applicable. Register (or similar) of students with special needs; for those with learning difficulties and special abilities, and appropriately monitored. Cumulative data showing progress for groups of children within the school Analysis of data according to factors affecting student learning at individual and school level Reports to the Board on the effectiveness of programmes including those which result from special funding Staff improvement, appraisal and professional development systems evident. Evidence of professional staff meetings or development Records of professional development, input into the direction of teachers and leadership in this regard Is working to ensure that staff feel motivated, valued, and positive about the direction of the school Encourages and provides opportunities for staff to reflect on their practices Encourages staff to learn effective teaching and learning practices from each other Encourages staff to seek opportunities for professional growth Encourages staff to work collaboratively Regular staff and executive meetings Staff input to meeting agendas, meeting minutes kept and distributed Co-operative planning and cross grouping evidence. SYSTEMS: Develop and use management systems to support and enhance student learning. 1. Exhibit leadership that results in the effective day-to-day operation of the school. 2. Operate within Board policy and in accordance with legislative requirements. 3. Provide the Board with timely and accurate information and advice on student learning and school operation. 4. Effectively manage and administer finance, property and health and safety systems. 5. Effectively manage personnel with a focus on maximising the effectiveness of all staff members.
6. Use school / external evidence to inform planning for future action, monitor progress and manage change. 7. Prioritise resource allocation on the basis of the school s annual and strategic objectives. Performance Indicators related to Systems; uses the strengths of teachers, managers and ancillary staff to greatest effect ensures that clear delegations of responsibility are made to staff ensures and monitors the effective use of ancillary staff ensures that the recruitment and appointment processes are consistent with the State Sector Act and reflect the school s E.E.O. policy ensures that performance management systems are in place for all staff ensures that all staff have opportunities to access professional development ensures that beginning teachers have advice and guidance programmes actively seeks high quality teaching staff to join the school monitors developments and changes and meets these with reviewed action promptly addresses staff performance issues ensures that disputes resolution processes are in place The above performance indicators may in part be evidenced by any of the following: Principal s and other reports to Board School staffing profiles and organisation schedules Job descriptions including the professional standards and delegations Individual performance agreements Schedules of release times for observation and coaching School induction programme for new staff and for beginning teachers Appropriate use of release time provided Evidence of systems for monitoring caretaking and cleaning Building and Hazard Identification manuals and their up to date completion Budget requests, completed budgets Order forms, receipt books, approving of accounts for payment Makes use of relevant collective employment contracts. Positive staff and community feedback Evidence of checking SUE reports Sick leave monitoring End of year financial position is within budget, excluding banked staffing carried over from 2013 School newsletters, community consultation records, parent guidelines School documentation on community consultation and feedback. Student school reports M.O.E., E.R.O., and other report information Attendance registers completed accurately Notes relating to Health consultation Approved civil emergency and approved Emergency Evacuation plans School administration handbook PARTNERSHIPS and NETWORKS: Strengthen communication and relationships to enhance student learning. 1. Work with the Board to facilitate strategic decision making. 2. Actively foster relationships with the school s community and local iwi.8 3. Actively foster professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community.
4. Interact regularly with parents and the school community on student progress and other school-related matters. 5. Actively foster relationships with other schools and participate in appropriate school networks. Performance Indicators related to Partnerships and Networks: Invites dialogue and seeks feedback from the community. Engages in positive interactions with neighbouring schools ensures that families and whanau have opportunities to be involved in their children s learning Provides opportunities for community involvement in the school Encourages use of the school s facilities by other than the school community, within school policies Ensures that parents/whanau feel comfortable about visiting the school Establishes procedures to assist parents/whanau to perceive the principal is accessible and approachable Finds ways of engaging hard-to-reach groups in school activities Balances the perspectives of different groups Is identifiable as the leader of the school and represents the school at meetings Provides feedback as required to Government agencies Works within Government and school policies Listens actively and keeps people informed Ensures that parents/whanau receive information on issues of importance to the school Uses the media to enhance the image of the school Knows when to share information and when to keep a confidence These indicators may in part be evidenced by; Records of interactions with schools and community organisations School group meeting records Evidence of positive relationships through feedback or other means Inter-school participation, contribution and involvements Related documentation Inquiry into Practice N.B Principals with teaching responsibilities will also need to meet the requirements of current standards and/or criteria for teachers