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Kia Aroha College

PRINCIPAL APPOINTMENT

APPLICATION AND

INFORMATION PACKAGE In this package …

Introduction Letter from Alan Jermaine: Kea Education Associates (Page 1-2) Letter from Julie Stewart: Kia Aroha College BOT Chair (Page 3)

1. School Overview (Page 4) 2. Our Designated Character (Page 5) 3. Advertisement and appointment timeline (Page 6) 4. Information for applicants (Page 7-10) 5. Expected attributes of successful candidate (Page 11-12) 6. Job Description (Page 13-15)

Application for is attached as a separate document

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May 2016 Dear Applicant, Kia Aroha College – U5 Principal Vacancy Thank you for your interest in the position of Principal at Kia Aroha College, a college, of 300 pupils from Years 7-15. In this application pack you will find the following:

Introductory letter from KEA

Letter from the Chairperson.

School overview

Designated Character

Advertisement and Timeline

Information for Candidates

Expected attributes of the successful candidate

Job Description

You will find further information – such as the College Charter - by visiting: www.kiaaroha.school.nz. The ERO report of 2015 is on the ERO website. The college has a 3-year cycle. It is a fine report acknowledging the college’s many achievements. The college will be reviewed again by ERO in 2018 – great for a new principal who has time to settle in before the next visit. You will need to contact Alan Jermaine for an Application Form (a Word document) – alan@keaeducation.nz. You cannot be considered without submitting this form. The emailed application of covering letter, application form and CV must be emailed in one, single document saved in PDF. An emailed application consisting of about six different documents in a mixture of Word, Publisher and PDF causes many issues with people handling applications. Never send a document in Publisher! While you complete the application form in Word you must save and email in PDF. Do not send via Google. Docs. Your PDF application when received by Alan and will be imbedded in the KEA website where trustees may view your application. This is password protected for your privacy. DO NOT SEND HARD COPIES.

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You do not need to include transcripts, certificates with this material. However, if you are selected for interview you will need to produce, on interview day, the following: 1 Teacher Registration card. [Proof of identity as a registered teacher] 2 Tertiary study transcripts. [Proof that you have the qualifications you claim.] 3 Drivers licence or passport [Proof of identity]. Should you be selected for interview then you will be welcome to contact the college for an orientation. Phone Fono Ioane (Principal’s PA) [09] 274-5807, ext. 702. The new appointee will work with the Board of Trustees to develop a new Job Description/Performance Agreement if it is considered desirable. The current one is in the application pack so you can see what Ann has been working with. Just a reminder that the closing date for applications is 5pm, Monday, 20 June 2016. We look forward to receiving your application. If you get a pack and decide against applying please let Alan know – I collect anonymous data on many aspects of appointments. If you have any queries in the meantime please do not hesitate to contact our key associate working with Kia Aroha College, Alan Jermaine. Two key dates to keep in mind: short listing will be on 25 June and people will be told the outcome of that meeting by 27 June and interviews will be on Saturday, July 2nd. 2016. Yours faithfully, Alan Jermaine Director KEA Education Associates

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May 2016 Dear Applicant Thank you for taking the opportunity to apply for the position of U5 Principal at Kia Aroha College. Our current Principal Dr Ann Milne is retiring at the end of Term 2 after twenty-two years of outstanding leadership of our school. We need a strong professional leader for our innovative, designated character school. It is essential that we find someone with the ability to lead our bilingual, culturally responsive, critical pedagogy and practice and who is able to continue to build on our community’s established vision for our school. Kia Aroha College's theory and practice is driven by both experience, and academic research. We strongly encourage our staff to pursue higher academic qualifications. We have a number of teachers with Master’s degrees and one staff member completing a Doctorate. This commitment to higher level study has been led by our principal's example and it is therefore important that our new principal can continue to lead this learning. A minimum Master’s level educational leadership qualification in our leader is preferred. The Board of Trustees is a dedicated and experienced group, and we each bring our own skills, which reflect, and add to, the history and journey of our school. As a Board, we are committed to providing every support for the new Principal and are looking forward to the new possibilities the appointment will bring. We are very proud of our school and the education we provide our students. We strive to ensure our students are happy, confident, life-long learners, secure in their own cultural identity and ready to reach their highest potential. We have a number of initiatives in place to support all our students. Our latest ERO report highlights all these aspects of our school. As a Board, we have a close relationship with our Principal. It is important to us to appoint somebody who will continue to exemplify the trust, honesty, and integrity we have enjoyed in the past. We can assure all applicants that the Board will appoint according to the State Sector Act – the ‘best person for the job’. All applicants will be notified as to their progress very soon after decisions have been made. Yours sincerely Julie Stewart Chairperson Board of Trustees

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1. School Overview

From ERO Report 2015 Kia Aroha College is a designated character school in Otara, South Auckland that caters for Years 7 to 15 secondary students. This is the first ERO review of Kia Aroha College. In 2011 Te Whānau o Tupuranga and Clover Park Middle School, the two schools previously on the campus, merged to become Kia Aroha College. The school roll is forty nine percent Māori. Students of Samoan, Tongan and Cook Island descent make up forty-seven percent of the school roll. The community and whānau determination to provide a model of education that gives priority to and empowers culture, language and identity as relevant indicators of academic success, is now becoming a reality for their children and grandchildren. The school curriculum has a strong focus on social justice. All learning environments are modern and open plan. Teachers consider that this environment is a more supportive approach to learning, which enables students to work collaboratively with one another and with their teachers. The curriculum has two distinctive strands, which retain the unique characteristics of the original schools’ programmes. These are the Māori bilingual, Te Whānau o Tupuranga, the two Fanau Pasifika classes, Lumana’i (Samoan) and Fonuamalu (Tongan) bilingual learning programmes. Whānau input develops relationships of trust and mutual respect that connect and support the community and school, and promotes leadership from a cultural perspective. The school’s nurturing of and respect for indigenous learning, supports teaching and learning practices that restore and legitimise indigenous knowledge within the curriculum. Learning is culturally located so that students are able to experience their cultural norms throughout the school day. Te Ara Tino Rangatiratanga, (the pathway to self determination), is a set of critical principles that underpin school beliefs and practices. The school’s learning philosophy defines how the integrated curriculum is delivered through the three lenses of self, school and global learning.

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2. Designated Character

Our Designated Character is outlined below…

To provide a learning environment where cultural identity, custom, language and knowledge is the norm.

To enable children to live as who they are at school, to develop the skills and knowledge to actively participate as citizens of the world to enjoy good health and a high standard of living.

To provide an holistic learning environment based on the philosophy and practice of whanau/family.

To honour the Treaty of Waitangi.

To provide families with Maori and Pasifika bilingual learning options for children beyond Year 6 in Te Reo Maori, Samoan, Tongan and Cook Islands Maori

To comply with the National Education Guidelines

To give students participation in decision-making in curriculum content and planning to address real world issues through the lenses of empowerment and social justice.

To empower students to become catalysts of change in their communities and society

To develop classroom practice where cultural knowledges are normal, valid and legitimate and guide classroom interactions and learning.

To ensure that children will be secure in their knowledge about their culture and identity to enable them to participate in the wider world.

To foster high expectations for excellence in learning, culturally, socially and academically so children have choices for their future.

To involve parents and wider whanau/family in the education of their children, in culturally familiar ways that are empowering.

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3. Advertisement and Appointment

Advertisement

Kia Aroha College U5 Principal. Year 7-15. Roll 300 After 22 years of outstanding leadership, our principal is retiring. We need a strong professional leader for our innovative, designated-character school. Ability to lead our bilingual, culturally responsive, critical pedagogy and practice is essential – to continue to build on our community’s established vision for our school. A minimum Master’s level educational leadership qualification is preferred. www.kiaaroha.school.nz Application packs – including the essential application form - can be obtained from Alan Jermaine of Kea Education at alan@keaeducation.nz or phone or text 021-119- 3309. Much information may be viewed on www.keaeducation.nz.

PDF Applications should be as specifically described in the application pack letter and received by e-mail.

Applications close at 5.00 pm on 20 June 2016. The interview date is 2 July 2016. The position commences during Term 3

Timeline Tuesday 31st May 2016

Position advertised Application Packs available

Monday 20th June 2016 Applications close at 5.00 pm.

Saturday 25th June Short listing day. Shortlisted Candidates notified (Sunday 26th June)

Wednesday 29th June

Referees contacted. Reports due by 4.00 pm

Saturday 2nd July Interview Day

New Principal will take up the role during Term 3

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4. Information for Candidates

“POWER LENSES” Learning Model

Our “Power Lenses” describes an approach that is about empowering students and families and about looking at learning a different way. In this model another whole body of legitimate knowledge sits alongside what is mandated in the national curriculum or ‘School Learning.’ We need to value this ‘Self Learning’ just as highly as we value academic learning. Our children’s languages, their cultural norms, how they “live as Māori,” how they can learn and succeed ‘as Māori,’ or as Samoan, or whoever they are, how they develop a strong cultural identity, their wairua/spirituality, whanaungatanga/their connectedness – are all high status learning, valid in their own right. Our third learning

area is our ‘Global Learning’ lens – which connects our young people to the many worlds and cultures outside school, and particularly to learning needed for the future through information and communications technology. This research underpins the development of the designated character of Kia Aroha College. In this approach we acknowledge specifically the significant learning that our students bring from home and from their different cultural backgrounds and experiences. The approach challenges the mindset that Western academic knowledge is the only legitimate knowledge our students need to go forward into the world beyond school. It validates students’ home or heritage knowledge and teaches our students to be critical thinkers about social justice. Thinking this way about learning influences all initiatives and structures within the school, including:

INTEGRATED CURRICULUM - Issues of social concern determine the topics for study. These inquiries are directly linked to students’ lives and experiences and are culturally relevant.

WHĀNAU - All decisions within the school about how classes and learning are organised are driven by the concept of whānau. Classes are of mixed ability and students of all ages work together. Students stay with the same teachers as far as is possible and develop strong relationships with them, with their learning, with each other and between home and school.

CAMPUS LEARNING MODEL: UNREALISED TO UNLIMITED POTENTIAL - In 2006 we developed a model that uses our “power lenses” to describe our students’ progress through the school. Adapting an approach suggested by Professor Mason Durie we

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are describing students usually described as ‘special needs’ or ‘at risk’ as students with unlimited potential. We believe all our children are on a continuum from a position of unrealised through to unlimited potential and our job is to identify their position on that journey and to make sure they are supported and challenged to move forward.

To help describe that progress we have developed an assessment tool to measure students’ cultural identity and skills and their relationship with learning and each other. This assessment gives us valuable information about student’s cultural knowledge, strength in their identity, in relationships and their readiness for learning. Our Learning Model is based on our belief that:

Learning is integrated – across subject areas and with students’ lives and realities Learning is negotiated – by students, with teachers Learning is inquiry-based and student-driven Learning is critical – it provides young people with the power and the tools to

understand and challenge inequity and injustice and to make change in their lives Learning is whānau-based – it is collective, cooperative, collaborative and reciprocal

i.e. learning is shared – you receive it, you share it, you give back to other learners Learning is based in strong relationships – with self, with each other, with teachers,

with the learning itself and its relevance, with the world beyond school and between home and school.

Learning is culturally located and allows you to live your cultural norms throughout the school day

Our aim is to move our young people from a position of unrealised potential, to one where their potential, as active, empowered, contributing members of society, secure in their own cultural identity, and with a wide variety of options for their future, is unlimited.

Developing Warrior Scholars Kia Aroha College’s kaupapa/philosophy and our goal of “Developing Warrior-Scholars” is built around the following components:

Our Designated-Character Our designated-character sets out how we are DIFFERENT from regular state schools. Our Graduate Profiles Our Graduate Profiles make clear what SUCCESS “as” Maori, Samoan and Tongan learners looks like at Kia Aroha College.

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Self-Determination Tino Rangatiratanga/Self-Determination is WHY we do what we do at Kia Aroha College. This rationale is encapsulated in the 12 “principles to live by” developed by our Maori, Samoan and Tongan programmes. These ‘creeds’ are tools to scaffold our learners into a positive future as lifelong learners. Self-determination is about the ongoing cycle of conscientising, resisting and transforming (Smith, 2004). Our Power Lenses Learning Model The Power Lenses model is HOW we do what we do at Kia Aroha College. This learning approach includes an Integrated Curriculum, our thinking about achievement and assessment and the engagement of our students in learning that is critical and culturally responsive. A Critical Pedagogy of Whanau Whanau/Family and a pedagogy that develops relationships of trust and mutual respect is the “glue” that CONNECTS everything together. A critical pedagogy of whanau includes support, solidarity with our community, and leadership. The Four “C”s of Radical Healing Ginwright (2009) defines the four “Cs” of radical healing as “Caring relationships, Consciousness, Community, and Culture.” Radical healing involves “developing pedagogical spaces of resistance and resiliency that lead to improvements in teaching and learning for youth of colour in the midst of structural inequity.” In Kia Aroha College’s pedagogy these concepts are closely linked to the restoration of indigenous knowledge, which is even more essential than ever for the future of indigenous communities, but which get left out of our conversations about 21st Century learning. Radical Healing develops critical hope and Warrior-Scholars. Sources Ginwright, S. (2009) Black Youth Rising: Activism and Radical Healing in Urban America Smith, G. (2004). Mai i te māramatanga, ki te putanga mai o te tahuritanga: From conscientization to transformative praxis.

Culturally Responsive, Critically Conscious Kia Aroha College believes that learning is grounded in our students’ cultures. This understanding goes far wider and deeper than “one-off” cultural days or weeks, and involves changes in thinking about how we learn, what we learn, and how we structure our schools. “It’s not culturally responsive, if it’s not also critical.” (Milne 2013) Duncan-Andrade and Morrell (2008) identify three goals of critical pedagogy as empowered identity development, academic achievement and action for social change.

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Culturally responsive teaching and learning is:

Validating - It uses the cultural knowledge, prior experiences, and learning styles of our students to make learning more appropriate and effective for them;

Comprehensive - Culturally responsive teachers develop their students’ intellectual, social, emotional, and political learning. They realise not only the importance of academic achievement, but also the maintaining of cultural identity and heritage.

Multidimensional - Culturally responsive teaching involves many things: curriculum content, learning context, classroom climate, student-teacher relationships, instructional techniques, and performance assessments.

Empowering - Culturally responsive teaching enables students to be better human beings and more successful learners. Empowerment can be described as academic competence, self-belief, and initiative. Students must believe they can succeed in learning tasks and have the motivation to persevere.

Transformative - Banks (1991) asserts that if education is to empower marginalized groups, it must be transformative. Being transformative involves helping “students to develop the knowledge, skills, and values needed to become social critics who can make reflective decisions and implement their decisions in effective personal, social, political, and economic action.”

Emancipatory - Culturally responsive teaching is liberating. It guides students in understanding that no single version of “truth” is total and permanent. It does not solely prescribe to mainstream ways of knowing.

Sources Geneva Gay (2000), Gloria Ladson-Billings (1992), Duncan-Andrade & Morrell (2008), Ann Milne (2013), James Banks (1991), www.intime.uni.edu

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5. Expected attributes of successful candidate In addition to the professional standards we expect all staff to meet, there are special and additional attributes our staff have to develop in order to work effectively in our specific designated-character environment. In the Principal’s Job Description, these attributes are aligned with the Professional Standards for Secondary Principals.

Area of Practice: CULTURE Provide professional leadership that focuses the school culture on enhancing learning and teaching. In Kia Aroha College this Area of Practice includes leadership of:

The development of students’ cultural identity

Embedding culturally responsive practice in school policy, budget, environment and practice

The promotion of cultural ways of learning and knowing

Bilingual, dual medium, learning in Māori, Samoan and Tongan languages

Professional learning and development in critical pedagogy, and culturally responsive, social justice learning

Area of Practice: PEDAGOGY Create a learning environment in which there is an expectation that all students will experience success in learning. In Kia Aroha College this Area of Practice includes leadership of:

The implementation of the Kia Aroha College “Power Lenses Learning Model”

The implementation of a Critical Pedagogy of Whānau

The validation of cultural knowledges, beliefs and values as legitimate high status learning in their own right

The implementation of the school’s self-learning, cultural identity assessment tool

The Taurikira (positive culturally responsive classroom management) and TEN (Teacher Excellence Network) programmes

Deep understanding of Kia Aroha College’s eight KEY LEARNING ASSUMPTIONS: o Learning is integrated – across learning areas and with students’ lives and

realities o Learning is negotiated – by students, with teachers. o Learning is inquiry-based and student-driven. o Learning is critical o Learning is whānau-based – it is collective, cooperative, collaborative and

reciprocal. o Learning is located within strong relationships – with self, with each other,

with teachers, with the learning itself and its relevance, with the world beyond school and between home and school.

o Learning is culturally located and allows you to live your cultural norms throughout the school day.

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o All students are at different places on a continuum, from Unrealised to Unlimited potential, and this position is always identified.

Area of Practice: SYSTEMS Develop and use management systems to support and enhance student learning In Kia Aroha College this Area of Practice includes leadership of:

The ongoing development of the student management system to align it with the school’s special programmes and assessment needs

Area of Practice: PARTNERSHIPS AND NETWORKS Strengthen communication and relationships to enhance student learning. In Kia Aroha College this Area of Practice includes leadership of:

Relationship with Mana Whenua and Tainui and acknowledgement of Maori as Tangata Whenua.

Advocate, enable and support the establishment of other Pacific Language programmes when possible

Communication and interaction with the school’s cultural communities in ways that respect and follow each group’s cultural norms

The development and support of the Kia Aroha School Marae and Fale Pasifika

The hosting and support of visiting groups and leadership – national and international – to describe Kia Aroha College’s philosophy and practice

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6. Job Description

Kia Aroha College

Principal Job Description and Performance Agreement 2016

In keeping with the school’s special character, Kia Aroha College has developed the Critically Conscious, Culturally Responsive Teaching Profile (CCCRTP) which forms the basis of teacher and leadership job descriptions. The CCCRTP recognises and acknowledges that, in addition to the professional standards we would expect all staff to meet, there are special and additional attributes our staff have to develop in order to work effectively in our specific designated-character environment. In the Principal’s Job Description, these attributes are aligned with the Professional Standards for Secondary Principals.

AREA OF PRACTICE: CULTURE Provide professional leadership that focuses the school culture on enhancing learning and teaching.

PROFESSIONAL STANDARDS KIA AROHA COLLEGE DIMENSIONS

With the Board, develop and then implement a school vision with shared goals and values focused on enhanced engagement and achievement (academically, socially and culturally) for all students

In Kia Aroha College this Area of Practice includes leadership of:

The development of students’ cultural identity

Embedding culturally responsive practice in school policy, budget, environment and practice

The promotion of cultural ways of learning and knowing

Bilingual, dual medium, learning in Māori, Samoan and Tongan languages

Professional learning and development in critical pedagogy, and culturally responsive, social justice learning

Promote a culture whereby staff members assume leadership roles and work collaboratively to improve teaching and learning.

Model respect for others in interactions with adults and students

Promote the bicultural heritage of New Zealand by ensuring that it is evident in the school culture

Maintain a safe, learning-focused environment

Promote an inclusive environment in which the diversity, multi-cultural nature and prior experiences of students are acknowledged and respected

Manage conflict and other challenging situations effectively and actively work to achieve solutions. Demonstrate leadership through participating in professional learning

Demonstrate leadership in professional practice, through applying critical inquiry and problem solving

MISSION STATEMENT: To be a learning whanau, committed to excellence, where the potential of all whanau members, as active, empowered, contributing members of society, secure in their own cultural identity, and with a wide variety of options for their future, is unlimited. TREATY OF WAITANGI: We honour the Treaty of Waitangi and Maori rights as tangata whenua

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AREA OF PRACTICE: PEDAGOGY Create a learning environment in which there is an expectation that all students will experience success in learning.

PROFESSIONAL STANDARDS KIA AROHA COLLEGE DIMENSIONS

Promote, participate in and support ongoing professional leaning linked to student progress

In Kia Aroha College this Area of Practice includes leadership of:

The implementation of the Kia Aroha College “Power Lenses Learning Model”

The implementation of a Critical Pedagogy of Whānau

The validation of cultural knowledges, beliefs and values as legitimate high status learning in their own right

The implementation of the school’s self-learning, cultural identity assessment tool

The Taurikira (positive culturally responsive classroom management) and TEN (Teacher Excellence Network) programmes

Deep understanding of Kia Aroha College’s eight KEY LEARNING ASSUMPTIONS:

o Learning is integrated – across learning areas and with students’ lives and realities

o Learning is negotiated – by students, with teachers.

o Learning is inquiry-based and student-driven.

o Learning is critical o Learning is whānau-based – it is

collective, cooperative, collaborative and reciprocal.

o Learning is located within strong relationships – with self, with each other, with teachers, with the learning itself and its relevance, with the world beyond school and between home and school.

o Learning is culturally located and allows you to live your cultural norms throughout the school day.

o All students are at different places on a continuum, from Unrealised to Unlimited potential, and this position is always identified.

Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the New Zealand curriculum documents

Ensure staff members engage in professional learning to establish and sustain effective teacher/learner relationships with all students

Promote and support the gaining of worthwhile qualifications and successful transitions to tertiary education or employment for all students

Ensure that the review and design of school programmes is informed by school-based and external evidence

Foster a professional learning community within which staff members are encouraged to be reflective practitioners engaging with research, and feedback on their professional practice

Ensure the use of best practices for assessment, and analyse and act upon evidence on student learning to maximise learning for all students

Focus in particular on success for learning for Maori and Pasifika students, students with special education needs and students at risk of not achieving at school.

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AREA OF PRACTICE: SYSTEMS Develop and use management systems to support and enhance student learning

PROFESSIONAL STANDARDS KIA AROHA COLLEGE DIMENSIONS

Exhibit leadership that results in the effective day to day operation of the school

In Kia Aroha College this Area of Practice includes leadership of:

The ongoing development of the student management system to align it with the school’s special programmes and assessment needs

Operate effective systems within board policy and in accordance with legislative requirements

Provide the Board with timely and accurate information and advice on student learning and school operation

Effectively manage finance, property and health and safety systems

Effectively manage personnel with a focus on maximising the effectiveness of all staff members

Use school/external evidence to inform planning for future action, monitor progress and manage change

Align resource allocation with the school’s annual and strategic objectives

AREA OF PRACTICE: PARTNERSHIPS AND NETWORKS Strengthen communication and relationships to enhance student learning.

PROFESSIONAL STANDARDS KIA AROHA COLLEGE DIMENSIONS

Work with the Board to facilitate strategic decision-making

In Kia Aroha College this Area of Practice includes leadership of:

Relationship with Mana Whenua and Tainui and acknowledgement of Maori as Tangata Whenua.

Advocate, enable and support the establishment of other Pacific Language programmes when possible

Communication and interaction with the school’s cultural communities in ways that respect and follow each group’s cultural norms

The development and support of the Kia Aroha School Marae and Fale Pasifika

The hosting and support of visiting groups and leadership – national and international – to describe Kia Aroha College’s philosophy and practice

Actively foster positive relationships with the school’s community and local iwi

Actively foster professional relationships with, and between colleagues, and with government agencies and others with expertise in the wider education community

Ensure regular interaction with parents and the school community on student progress and other school-related matters

Actively foster positive relationships with other schools and participate in appropriate school networks