Dear Applicant - Education Gazette · Dear Applicant . Thank you for your interest in the position of Assistant Principal at Trident High School advertised in the Education Gazette

December 2019 Dear Applicant Thank you for your interest in the position of Assistant Principal at Trident High School advertised in the Education Gazette. The full-time and permanent position carries 4 Management Units and 2 Middle Management Allowance (MMA); this indicates the value the school places on our Assistant Principals and the expectation we have for them to lead their respective portfolios and play a significant role in the leadership of the school. Attributes of the successful applicant can be seen in the Position Description; as a high performing school we are seeking an educator of the highest calibre. We expect the successful applicant to take up the position at the beginning of Term 2, 2020. Please provide your three referees with a copy of the Position Description and Performance Agreement together with the form to be completed by them. The completed form must be with the Principal’s PA by 8am, Wednesday, 15 January 2020. It is preferable (though not essential) if documentation is emailed to the Principal’s PA, Ms Kerry Lawrence [email protected] The appointment team will consist of 5 people: The Principal, the 2 Deputy Principals, a member of staff and a member of the BOT. None of these people may act as a referee for you. Prospective applicants are welcome to discuss the position with the Principal. An informal visit to the school by short-listed candidates is welcomed; please contact the Principal’s PA to arrange this. We wish you the best with your application. Yours sincerely Philip Gurney M.Teaching (Distinction), M.Ed (Distinction). B.A Hons. Principal

Application for the Position of

VACANCY

Trident High School Principal Philip Gurney Arawa Road Whakatane 3120 P: +64 7 3088159 E: principal@ trident.school.nz

Quality Work Respect For Other Kia Manawa Nui

Have Courage

Assistant Principal

at

Trident High School Whakatane

New Zealand

Other documentation to be perused by applicants:

1. The Trident website: www.trident.school.nz a. Charter including Strategic Plan and Annual Plan. b. The 2020 Prospectus.

2. ERO report (2016) www.ero.govt.nz (note we are on a 3 year return cycle)

Appointment Process

Wednesday, 22 November 2019: Vacancy on-line Monday, 9 December 2019: Gazette Hard Copy 8.00am, Wednesday 15 January 2020: Applications close – all documentation related to the

application (application form and CV) 8.00am, Monday 20 January 2020: Referee’s reports) must be completed and with the

Principal’s PA 3.00pm, Monday 20 January 2020: Short-listing meeting Wednesday 22 January 2020: Applicants informed of short-listing Wednesday 29 January 2020: Interviews Wednesday 12 February 2020: Appointment made Tuesday 28 April (Term 2 2020) Effective start date for salary purposes

http://www.trident.school.nz/

http://www.ero.govt.nz/

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Trident High School, Whakatane Assistant Principal Co – Curricular Position

The key function of the Assistant Principal’s role will be Co-Curricular and support. Excellent relationship, management and organisational skills, and being

able to work as part of the Senior Management and Leadership Team are essential attributes.

4 Management Units, 2 Middle Management Allowance

(Teach 3 classes 12 hours per week)

Position Description – Professional Standards – Performance Agreement

Trident High School is a restorative school guided by core values of quality, respect and courage. The leader of this portfolio will promote these to ensure Trident continues to be a high performing school. This position provides a career opportunity in student management and support. The successful applicant will support 3 Deputy Principals and 1 Assistant Principal.

General expectations of the position: The successful applicant will • Teach 3 classes and an Elective (a total of 13 hours per week) • Be competent in the dimensions of the Professional Standards - Criteria for Quality Teaching and the

dimensions related to Unit Holders as outlined in the Secondary Teachers’ Collective Agreement • Be competent in the Registered Teacher Criteria (NZTC) • Adhere to the Trident Code of Quality Work and Respect For Others as it applies to teachers • Be a member of the school’s Executive Committee, support a Portfolio team and contribute to

developing the strategic direction of the school • Support the Senior Management and Leadership Team in the organisation and day to day

running of the school • Support the Senior Leadership Team with student welfare.

Key Attributes

♦ Has a consultative leadership style and is a contributing team player ♦ Works cooperatively and collegially with the Senior Leadership Team (SLT). Note that this team consists of: The

Principal, Deputy Principal (Curriculum Programmes), Deputy Principal (Pastoral Care), Deputy Principal (Teaching and Learning Pathways) and two Assistant Principals

♦ Is adaptable ♦ Has effective time management ♦ Uses efficient and effective systems in his/her day to day organisation ♦ Is prepared to learn on the job ♦ Has enthusiasm and passion for the job ♦ Can play a lead role in co-operative school-wide planning ♦ Has experience in leading successful initiatives in a bi-cultural environment ♦ Has successful management experience with students and staff ♦ Has an in-depth knowledge and understanding of The New Zealand Curriculum and NQF ♦ Understands the importance of continual self-review and seeks to enhance this portfolio; ensures the

implementation of new ideas is manageable ♦ Has an in-depth understanding of the pastoral care needs of a school community ♦ Works “restoratively” with students and teachers ♦ Has respect from staff and students ♦ Has sound relationships and shows empathy with staff and students ♦ Is personable ♦ Is seen as a role model for staff and students.


POSITION DESCRIPTION

1. On-going development of Education Outside the Classroom 1.1 Co-ordinate and oversee all aspects of EOTC in the school. Consult with staff and Health &

Safety Committee 1.2 Approve EOTC Applications 1.3 Oversee systems and practices related to EOTC to meet the EOTC Regulations 1.4 Ensure all staff are familiar with the school-wide principles relating to EOTC 1.5 Annually review Procedures and Processes 1.6 When requested report to the BOT.

2. Oversee Co-curricular

2.1 Support the Sport Co-ordinator’s Roll & Responsibilities 2.2 Co-ordinate Sport activities through the Sports Co-ordinator, Coaches and Managers 2.3 Support Cultural Activities in the School.

3. Electives

3.1 Coordinate and oversee all aspects of Electives Programme in the school.

4. Student Leadership 4.1 Prefects: Lead prefect team 4.2 Year 12 Leadership Group 4.3 Tuakana Teina 4.4 House Captains 4.5 Service team for food and beverage duty (Parent Teacher Evening/ Open evenings etc) 4.6 Weekly assemblies.

5. Administrative Tasks 5.1 Car Park Passes 5.2 Staff Duty Roster

o All staff are given a fair share of Staff Duty and supervision is arrange to ensure students are safe and comfortable at all times

o Staff are regularly supervised to see that duties are being done and systems reviewed annually.

6. Goal Setting / Academic Planning /Form Teacher Coaching

6.1 In consultation with SLT 6.2 Training needs are identified and met 6.3 Form Teacher are coached in Academic Planning conversation.

Schoolwide Responsibilities: 1. To contribute to the Day to Day Running of the School

1.1. Contribute to the day to day school organization with the Principal, the Deputy Principals (Pastoral Care, Academic Programmes and Professional Development and Assistant Principal

1.2. Contribute to long term planning and organization of the school with the Principal, the Deputy Principals and Assistant Principal

1.3. Attend and contribute to SLT Meetings 2. Pastoral Care Responsibilities

2.1. Support the system of positive discipline 2.2. Encourage students to produce Quality Work and show Respect for Others 2.3. A range of appropriate and fair strategies is used to discipline students 2.4. The principal is kept informed of serious breaches of discipline 2.5. Ensure there is a safe environment for students and staff 2.6. When appropriate there is full communication with guidance staff


2.7. Staff are supported in student discipline by following set procedures 2.8. Assist with the follow up and monitoring of students on return from Stand Down or

Section 2.9. Oversee a Year group and support Cohort Deans.

Professional Standards and Performance Indicators for Assistant Principal Note: Assistant Principals with teaching responsibilities will also need to meet the requirements of the Experienced Classroom Teachers Professional Standards for Secondary School Teachers.

Process (applicants will be informed if there is any change) 21/11/19 Positions advertised in the Education Gazette (on-line) 15/01/20 Applications close at 8.00am. – includes supporting documentation such as

CV and 20/01/20 Referees reports to be received by 8.00am 20/01/20 Short-listing 29/01/20 Interviews 12/02/20 Appointments made 28/04/20 Position commences

All aspects related to this appointment will follow the Secondary Teachers’ Collective Agreement.

The appointment team will consist of: • The Principal • Two Deputy Principals • Chair of the BOT • A member of the staff

Please provide up to THREE referees with a copy of the Position Description together with the referee’s form. This must be completed and with the Principal’s PA, Kerry Lawrence, by 8.00am on 20/01/2020.

Notes

a. The Assistant Principal may NOT hold a curriculum leadership post. b. None of the appointment team is available to act as a referee for an applicant.

TRIDENT HIGH SCHOOL BOARD OF TRUSTEES

APPLICATION FOR THE POSITION OF

ASSISTANT PRINCIPAL

INSTRUCTIONS

Please complete this application form.

In addition provide your CV and preferably include a recent photo. Ensure three referees complete the form for referees.

Ensure all documentation is returned to the Principal’s PA, Ms Kerry Lawrence [email protected] Application: by 8.00am on Wednesday 15th January, 2020 Referee Report: 8.00am on Monday 20th January, 2020

Philip Gurney M.Teaching (Distinction), M.Ed (Distinction). B.A Hons. Principal

TRIDENT HIGH SCHOOL BOARD OF TRUSTEES PRINCIPAL: Mr Philip Gurney Trident High School Phone: 07 308 8159 Arawa Road Email: [email protected] Whakatane

Application for the Position of Assistant Principal

Title: Mr/ Mrs/ Miss/ Ms Gender: M F circle Surname: First Name: Preferred Name (If Different): Postal Address: Phone: Cell: Email:

Highlight or tick boxes.

Personal Details

Co-Curricular Interests

I am prepared to assist in the following co-curricular activities: e.g. Debating, Orchestra, Computer Network, Singing, Netball, Audio-Visual Tech, Rugby. Activity Position

Birth Date: / /

Yes No

Have you ever been convicted of a criminal offence (other than a minor traffic offence)? If yes, please provide further information on a separate sheet.

Do you have an injury or medical condition that could affect your ability to effectively carry out the duties and responsibilities of the position? If yes, please provide further information on a separate sheet.

Do you have any condition which may affect your ability to effectively carry out the functions and responsibilities of the position applied for? If yes, please provide further information on a separate sheet.

Do you smoke?

How many days absence in your last 12 months of employment were due to sickness, injury and/or accident?

0-2 days 3-5 6-10 11-15 16-20 Over 20 days If more than 10, please provide further information on a separate sheet.

mailto:[email protected]

Teacher Registration N Z trained and registered Overseas trained, with work permit and N Z registration Overseas trained, with permanent residency and N Z registration Other (Please state) : NZ Teachers Council Registration No:

Teaching

The Subjects I Am Prepared To Teach (The successful applicant will teach 2 classes): Subject Level

Qualifications and Training Educational qualifications (Degrees, Diplomas and other significant awards, etc):

Tertiary Qualifications Awards, etc

Institution Year completed Major

Expand boxes or Insert other rows as required

Work History: Please list all work experience, detailing any teaching or management responsibilities. Start with the most recent.

Position School and location

Teaching Subjects And Levels

Management Responsibilities

Date (from / to)

Expand boxes or Insert other rows as required

SUITABILITY FOR POSITION: Please provide information and evidence of your suitability for the position. Expand boxes if necessary. What are the personal qualities which equip you to be an outstanding senior leader in our school? What are the professional qualities which equip you to be an outstanding senior leader in our school? Using a specific example(s) comment on your strategic planning skills, change management skills, ability to consult, ability to work cooperatively. Give an example of your use of the “teaching-as-inquiry” model in successful professional learning. Give an example of an initiative you have led by you that relates to a successful positive impact on the school. Provide evidence of your ability to develop and maintain positive and effective relationships with colleagues. Describe how you approach these situations. Provide evidence of your ability to develop and maintain a positive discipline culture with students. In particular, please comment on your ability to deal with difficult issues with students. Describe how you approach these situations. Provide evidence of your ability to communicate with a range of stakeholders: students, teachers, parents, and community agencies. Give specific examples where possible. In what areas will you require support and/or further development? Provide additional evidence of your suitability for this position based on the Position Description.

REFEREES (3 required): Name Position Phone Cell Email

Name Position Phone Cell Email

Name Position Phone Cell Email

I grant permission for the Board of Trustees to ask people, other than those stated in the referees section above, about my suitability for the position: YES NO

I ____________________________________________ declare that to the best of my knowledge the answers in this application form and the information provided in my Curriculum Vitae are correct and I understand that if any false or misleading information is given, or any information suppressed, I will not be employed, or if I am employed, my employment will be terminated. By signing this form or sending it through digitally to apply for a position indicates that it will become part of my contract if employed – this is especially pertinent re involvement in co-curricular activities. Signed: Date: NOTE: For email purposes your name will represent and carry the weight of your signature.

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STANDARDS FOR THE TEACHING PROFESSION It is understood that high-quality practices will generate naturally occurring evidence that can be used for discussion and analysis. For the purposes of appraisal, it is not expected that teachers would need to identify evidence of individual elaborations; however, the evidence of the quality of their practice would need to be sufficient to reflect the standard.

Te Tiriti o Waitangi partnership Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in Aotearoa New Zealand.

• Understand and recognise the unique status of tangata whenua in Aotearoa New Zealand. • Understand and acknowledge the histories, heritages, languages and cultures of partners to

Te Tiriti o Waitangi. • Practise and develop the use of te reo and tikanga Māori.

Professional learning Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.

• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.

• Engage in professional learning and adaptively apply this learning in practice. • Be informed by research and innovations related to: content disciplines;

pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.

• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.

Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.

• Engage in reciprocal, collaborative learning-focused relationships with: – learners, families and whānau – teaching colleagues, support staff and other professionals – agencies, groups and individuals in the community.

• Communicate effectively with others. • Actively contribute, and work collegially, in the pursuit of improving my own • and organisational practice, showing leadership, particularly in areas of

responsibility. • Communicate clear and accurate assessment for learning and achievement

information. Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.

• Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning.

• Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.

• Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs.

• Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.

• Create an environment where learners can be confident in their identities, languages, cultures and abilities.

• Develop an environment where the diversity and uniqueness of all learners are accepted and valued.

• Meet relevant regulatory, statutory and professional requirements. Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures

• Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners.

• Gather, analyse and use appropriate assessment information, identifying progress and needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be require.

• Design and plan culturally responsive, evidence-based approaches that reflect the local community and Te Tiriti o Waitangi partnership in New Zealand.

• Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners.

• Design learning that is informed by national policies and priorities.

Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.

• Teach in ways that ensure all learners are making sufficient progress, and monitor the extent and pace of learning, focusing on equity and excellence for all.

• Specifically support the educational aspirations for Māori learners, taking shared responsibility for these learners to achieve educational success as Māori.

• Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners

• Provide opportunities and support for learners to engage with, practise and apply learning to different contexts and make connections with prior learning.

• Teach in ways that enable learners to learn from one another, to collaborate, to self-regulate and to develop agency over their learning.

• Ensure learners receive ongoing feedback and assessment information and support them to use this information to guide further learning.


THE CODE OF PROFESSIONAL RESPONSIBILITY

I will maintain public trust and confidence in the teaching profession by:

1. Commitment to the Teaching Profession

2. Commitment to Learners1. demonstrating a commitment to providing high-quality and effective teaching

2. engaging in professional, respectful and collaborative relationships with colleagues

3. demonstrating a high standard of professional behaviour and integrity

4. demonstrating a commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership in the learning environment

5. contributing to a professional culture that supports and upholds this Code.

I will work in the best interests of learners by:

1. promoting the wellbeing of learners and protecting them from harm

2. engaging in ethical and professional relationships with learners that respect professional boundaries

3. respecting the diversity of the heritage, language, identity and culture of all learners

4. affirming Māori learners as tangata whenua and supporting their educational aspirations

5. promoting inclusive practices to support the needs and abilities of all learners

6. being fair and effectively managing my assumptions and personal beliefs.

3. Commitment to Families and Whānau

I will respect the vital role my learners’ families and whānau play in supporting their children’s learning by:

1. engaging in relationships with families and whānau that are professional and respectful

2. engaging families and whānau in their children’s learning

3. respecting the diversity of the heritage, language, identity and culture

4. Commitment to Society

I will respect my trusted role in society and the influence I have in shaping the future by:

1. promoting and protecting the principles of human rights, sustainability and social justice

2. demonstrating a commitment to Te Tiriti o Waitangi based Aotearoa New Zealand

3. fostering learners to be active participants in community life and engaged in issues important to the wellbeing of society.


UNIT HOLDERS The following are indicative standards to apply to unit holders who have assumed specified leadership, pastoral, administrative or task specific responsibilities as required by the job description attached to (or describing the responsibilities and tasks attached to) their unit(s). In respect of any classroom teaching duties, they will be assessed against the appropriate level of the professional standards. In addition, they must meet the following standards, where they are applicable, in respect of their leadership responsibilities. When the following standards do not fully express the key expectations of unit holders, these standards may be amended and/or alternative standards can be adopted with the agreement of the unit holder and the employer. Standards which are not applicable should be disregarded.

Resource Management • effectively and efficiently use available resources, including financial resources and assets, within delegated authorities, to support learning outcomes for students

Staff and Student Management

• represent and communicate effectively, to a range of audiences, the goals and tasks of the department, faculty or area of responsibility

• participate in and where appropriate contribute to the school’s performance management system • provide effective advice and guidance to other members of the staff • monitor teacher/student relationships and provide advice and support when required • communicate effectively with students and staff

Professional Leadership • understand the aims of and display competence in the area of responsibility • provide professional leadership to staff within the delegated area(s) of responsibility

• make constructive contributions, where applicable, to the management of the school • demonstrate a high level of awareness of educational developments and changes, particularly in the area(s) of responsibility

• undertake appropriate professional development to enhance individual expertise in areas of management, administration and education • identify and act on opportunities for improving teaching and learning • ensure that procedures for making decisions in the area of responsibility are consistent with national guidelines and with the school’s policies

• ensure that changing social and cultural factors affecting the school’s community are reflected in the policies and programmes of the delegated area(s) of responsibility

• foster positive relationships between the school and all sectors of the community Guidance Counsellors and RTLBs

• in the case of guidance counsellors and Resource Teachers (Learning and Behaviour) the appropriate standards are applied in the context of their student case work

• the Secretary for Education’s PMS 5 notice (November 1997) will apply for reference This Position Description and Performance Agreement together with the Professional Standards for Teachers and Registered Teacher Criteria are acknowledged as the working contract for the position of Assistant Principal at Trident High School. It is accepted that they are the basis for annual appraisal.

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Trident High School Whakatane

New Zealand

Referee’s Report Position: Assistant Principal (4MU + 2MMA) – Co-Curricular

Your report is confidential to the Trident High School Board of Trustees and to those participating in the selection process. The applicant should have provided you with the position description / performance agreement for the position. This is an extremely important position in our school; we are seeking to appoint an outstanding educator who has already demonstrated highly competent leadership. Your comments help us make the right decision – we would appreciate you being totally honest and candid. Please return your completed referee’s report directly to the Principal’s PA: Ms Kerry Lawrence Trident High School Arawa Road Whakatane 3120 It must arrive before 8am Monday, 20 January 2020. Thank you. We appreciate the time you have given to preparing this report. Philip Gurney M.Teaching (Distinction), M.Ed (Distinction). B.A Hons. Principal

Trident High School is a restorative school guided by core values of quality, respect and courage. The leader of this portfolio will promote these to ensure Trident continues to be a high performing school. This position provides a career opportunity in student management and support. The successful applicant will support the 3 Deputy Principals and 1 Assistant Principal and have:

• Successful experience creating a learning environment with high expectations of all teachers, students and parents

• Successful experience supporting all students to achieve • Successful experience supporting students to keep them in education • Successful experience as a Dean (or similar) with a focus on student welfare • A working familiarity with restorative practices • Excellent rapport with students, parents and staff • A collaborative approach • Excellent administration skills.

Or preferably: [email protected]

mailto:[email protected]


Name of Applicant: Referee’s Contact Information Name of Referee: Cellphone: Email:

In what context have you known the applicant:

Highlight the appropriate box. How long have you known the applicant? 1-2 years 3-5 years More than 5

Opportunities to work with / observe the applicant in a school setting: Few Some Many

Key Attributes Please mark (tick or highlight) the appropriate box to identify the applicant’s skills:

Don’t Know Developing Adequate Strength Superior Can lead staff Can empower staff Is a “big picture, strategic” thinker about education Has a consultative leadership style; welcomes and incorporates other’s views

Is a team player Is adaptable Has effective time management, is resilient and can deal well with the pressures of this position

Uses efficient and effective systems in his/her day to day organisation

Is prepared to learn on the job Has enthusiasm and passion for teaching and education

Demonstrates an in-depth understanding of The New Zealand Curriculum including assessment and pedagogy

Demonstrates an in-depth understanding of The National Qualifications Framework

Understands the importance of continual self-review; ensures implementation of new ideas is manageable

Works “restoratively” with students and teachers Has respect from staff and students Builds sound relationships in a culturally responsive manner with staff, students and whanau

Is personable Is seen as a role model for staff and students.


Please expand boxes to fit your response.

What are the applicant’s personal qualities which equip her/him to be an outstanding leader in our school? What are the applicant’s professional qualities which equip her/him to be an outstanding leader in our school? Using a specific example comment on the applicant’s strategic planning skills, change management skills, ability to consult and ability to work co-operatively in an environment that is developing a culturally responsive and relational pedagogy. Comment on the applicant’s ability to develop and maintain positive and effective relationships with colleagues. Also comment on how he/she would deal with a difficult professional issue with a staff member. Comment on the applicant’s ability to develop and maintain a positive discipline culture with students. Also comment on how he/she would deal with a difficult issue with a group of students. Comment on the applicant’s ability to communicate with a range of stakeholders: students, teachers, parents, and community agencies. Give specific examples. Comment on how the applicant works in a team situation.


In what areas will the applicant require support and/or further development? Concluding Comments: Please include any further comment which you believe it is important we take into account; indicate any reservations you have. Final Summation: Would you appoint the applicant to the position, knowing that we expect a field of applicants that will be of extremely high calibre? (Please tick or shade the appropriate box.)

No

Possibly Yes, with some reservations You will have noted these reservations in your concluding comments.

Yes without reservation For email purposes we accept your name in lieu of your signature.

Signature/Name:

Date:

Documents

Dear Applicant - Education Gazette · Dear Applicant . Thank you for your interest in the position of Assistant Principal at Trident High School advertised in the Education Gazette