Principal Application Pack - cg.catholic.edu.au · referees. If employed in a non-Diocesan school, your current employer should be nominated. ALL THE CHURCH, PROCLAIMS ALL THE GOSPEL,

1

Principal’s Application Pack

Principals Application Package

GUIDELINES FOR PREPARING YOUR APPLICATION

Applications must include:

Covering letter identifying the School Principal position you are applying for

Statement against the Capabilities described against the Leadership Requirements in the: Catholic Education Leadership Capability Framework – Requirements and Capabilities (Attachment A)

Curriculum Vitae

Contact details for at least four referees

External candidates must provide certified copies of academic qualifications.

Applicants need to be able to:

Demonstrate an active faith commitment

Hold a 4 year teaching qualification

Have a qualification in Religious Education or make a commitment to undertake post graduate study in Religious Education during the first contract period in accordance with Religious Education Accreditation to work, teach and lead in Catholic Education in the Archdiocese of Canberra and Goulburn Accreditation Framework ( https://cg.catholic.edu.au/teachers-staff/teaching-in-our-archdiocese/ )

Show evidence of performing successfully in leadership positions in Catholic schools

Provide satisfactory referees from whom confidential reports can be obtained.

Applications should be limited to no more than 15 pages.

You must send separate applications for each principalship position.

Please forward your application via the email address provided below for each position to arrive at the Catholic Education Office no later than the close of business on the closing date stated in advertising. Your application must be emailed to [email protected] Please indicate where you saw the advertisement. REFEREES In forwarding your application you are asked to provide the name, address and telephone contact details of at least four (4) referees. Your referees need to be people whose knowledge of you as a leader is up to date and relevant to the position for which you are applying. Referees are to include:

The Parish Priest in the Parish where you attend Mass.

If you are an existing principal not currently employed in the Archdiocese of Canberra and Goulburn, then you must nominate the Director of Catholic Education/Schools in your Diocese as one of your referees.

If employed in a non-Diocesan school, your current employer should be nominated.

ALL THE CHURCH, PROCLAIMS ALL THE GOSPEL, TO ALL THE PEOPLE, ALL THE TIME

Archbishop Christopher Prowse Sept 2014

https://cg.catholic.edu.au/teachers-staff/teaching-in-our-archdiocese/


mailto:[email protected]


Your current Principal if you do not currently hold a Principal’s position.

A parent in a leadership position in the school community eg. Chair of School Board or President of the Parents & Friends Association or Chair of School Community Council.

Your employer referee will be contacted by a Senior Officer of the Human Resources Service Area prior to

the short-listing meeting of the Selection Panel. Your other referees will be contacted if the Selection

Panel selects you for the shortlist for interview.

It is recommended that you inform your referees that you are nominating them and that you supply them

with information regarding the particular position for which you are applying.

Please note that the Catholic Education Office reserves the right to contact other potential referees if required.


GENERAL INFORMATION There are over 20,900 students being educated in Archdiocesan Catholic Schools in the Archdiocese of Canberra and Goulburn. These schools are staffed by over 2000 professionals and supported by a Catholic Education Office staff of 104. The Catholic Education system in the Archdiocese of Canberra and Goulburn is strongly committed to the Archdiocesan Church.

The Archdiocese of Canberra and Goulburn includes the whole of the ACT and part of southern and eastern NSW, from the Far South Coast through the Southern Tablelands and Snowy Mountains to the Western Plains. It is unique among Australian Catholic Dioceses in that it crosses State and Territory borders. It therefore faces the challenge of effectively responding to both NSW and ACT responses to the Australian Curriculum and educational policies while maintaining an Archdiocesan education system.

Archdiocesan System Schools in 2016

Early Learning Centres

Parish Primary Schools (K-6)

Central Schools(K-10)

Secondary Schools(7-12)

K – 12 schools

NSW 19 4 3 1

ACT 7 24 5

Catholic Education Focus 2016

The church is like a great orchestra; it is “the orchestra of God”. In God’s orchestra, each member…has a vital role to play in giving life to a harmonious symphony whose conductor is the Holy Spirit.

Pope Francis, October 2013




SUPPORT STRUCTURES OFFERED TO OUR SYSTEM LEADERS PRINCIPAL PROFESSIONAL DEVELOPMENT PROGRAM In the first five years of principalship, the Principal Support and Development Program is an essential element of support for a new Principal. Principals are required to attend the annual Archdiocesan Principal’s Retreat and the System Days and designated leadership opportunities for Principals. After the completion of the first two years of a Principal’s first five-year contract period, the Principal may apply to the Director for assistance with a Professional Development Project. Financial and release support in the form of a grant of up to $6,500 may be negotiated with the Director following submission by the Principal of a Professional Development Project Proposal. Eligible Professional Development Projects may include spiritual renewal programs, short courses in Theology or Religious Education, short courses in educational leadership and administration, professional visits, exchange programs or post graduate study. The choice of project should reflect an enhancement of the Principal’s Professional Learning Plan that emerged from the Development Centre Report in the second year of their contract. The Professional Development Project would normally occur in the third or fourth year of the first five-year appointment. SILOAM This is a formal networking group of principals who meet each term in small groups to share their spirituality and engage in reflection, structured dialogue and processes to challenge and enrich their own leadership. LIFE STYLES INVENTORY In the second year of contract Principals receive direct feedback on their personal and team leadership capabilities by participating in The Life Styles Inventory™ (LSI). LSI is designed to promote constructive transformational change – with the feedback helping individuals more clearly understand their personal effectiveness, and with guidance, to developing more constructive styles of thinking and behaving. EXECUTIVE COACHING AND MENTORING In Year Two of their contract Principals are provided with the opportunity to participate in a one on one coaching program. All new Principals are assigned a peer principal as a mentor or support colleague upon appointment to the Archdiocese. CEO PROFESSIONAL DEVELOPMENT PROGRAM The CEO runs a number of professional development courses each year including: • Legal Issues training • Work Health and Safety Due Diligence • Using Data and Evidence to Support Principal Leadership • LEAD Conference


SALARIES For Principals in NSW Schools

For Principals in ACT Schools

PRIMARY Enrolment April 2016

001-250 $138627 251-400 $143526 401-600 $149883 601-800 $155623 800+ $164179

SECONDARY Enrolment Band April 2016

601-900 $168140 901-1200 $172576 1201+ $179806

PRIMARY Enrolment January 2016

0-100 $128666 101-250 $137286 251-400 $142138 401-600 $148433 601-800 $154117 801+ $162592

SECONDARY Enrolment January 2016

1-300 $148782 301-600 $157838 601-900 $166513 901-1200 $170936 1201+ $178066

CENTRAL Enrolment January 2016

1-300 $146674 301-600 $155600 601-900 $164154 901-1200 $168515 1201+ $175544


SALARY PACKAGING OPTIONS In keeping with modern salary practices, employees will have the discretion to determine the mix of salary and benefits (within the approved list) that will constitute their salary package. Participation in salary packaging is voluntary. It is encouraged that employees contemplating entering into a Salary Packaging arrangement obtain independent financial advice to ensure that their proposed salary package suits their personal and financial requirements. Salary Packaging thresholds are determined by the Superannuation and Fringe Benefits Tax Legislation. Concessionally Taxed benefit Items: • Additional superannuation contributions • Novated Motor Vehicle Lease FBT Free benefit Items: • Eligible portable electronic devices (predominantly used for work purposes) • Otherwise Deductible expenses FBT Expense benefit items: • Credit Card Reimbursements • Private Home Mortgage Repayments • Personal Loan Repayments • Private Home Rental payments • In house school fees / Before and after school fees. Salary Packaging is administered through the Catholic Education Office’s Resource Management and Strategy Services with a fortnightly fee of $10.00. Maxxia Pty Ltd and Selectus manage the salary packaging arrangements for novated vehicle leasing with a fortnightly fee of $11.12 (gst inc for Maxxia). Salary Packaging of Laptops and Catholic Superannuation are provided by the CE Office at no charge.


TEACHING IN CATHOLIC SCHOOLS – A STATEMENT OF PRINCIPLES CEO Website link: https://cg.catholic.edu.au/teachers-staff/employment/vacant-positions/teaching-vacancies see p. 9 Application for Advertised Teacher Position Form The Catholic School is a privileged means of promoting the formation of the whole person. It forms part of the saving mission of the Church, especially for education in the faith. The Archbishop, as the Principal Teacher in the Archdiocese, commissions persons supportive of Catholic Education philosophy to participate in the mission of proclaiming the Good News of Salvation to all and to train them to live knowingly as children of God. This philosophy of Catholic Education, expressed in a growing number of documents and policy statements over the last decade, guides the Catholic School in its functioning. Whilst it is accountable to the community at large for the provision of quality education to young citizens, it is also accountable to the Church community for providing this within the context of Christian Gospel values as espoused by the Catholic tradition. The Catholic School is more than an educative institution; it is a key part of the Church, an essential element in the Church's mission. The Catholic Education philosophy reveals a concern for an education that combines sound knowledge and skills with an overall personal development rooted in Christian values. Such an education involves a high level of inter-personal relationships between teacher and pupil. Pope John Paul II has spelt out key implications for this for teachers who work in Catholic schools:

"The Church looks upon you as co-workers with an important measure of shared responsibility ... To you it is given to create the future and give it direction by offering to your students a set of values with which to assess their newly discovered knowledge ... (The changing times) demand that educators be open to new cultural influences and interpret them for young pupils in the light of Christian faith. You are called to bring professional competence and a high standard of excellence to your teaching ... But your responsibilities make demands on you that go far beyond the need for professional skills and competence ... Through you, as through a clear window on a sunny day, students must come to see and know the richness and the joy of life lived in accordance with Christ's teaching, in response to his challenging demands. To teach means not only to impart what we know, but also to reveal who we are by living what we believe. It is this latter lesson which tends to last the longest."

Address to Catholic Educators, September 12, 1987

Teachers in the Catholic School are more than employees. They minister in the name of the Church and of the Gospel in one way or another and as such participate actively in Church life and should have a pastoral concern for each individual student. It is expected that all teachers employed in a Catholic School will perform conscientiously and competently the duties, both teaching and non-teaching, that they are assigned by the Principal in accordance with normal practice in Catholic Schools. Teachers should help maintain an atmosphere of charity and justice within the School, as would be expected in a Catholic community and help ensure the provision, as far as possible, of the Catholic religious perspective in the teaching and learning process and in all the activities of the school in which staff and students engage.

https://cg.catholic.edu.au/teachers-staff/employment/vacant-positions/teaching-vacancies

https://cg.catholic.edu.au/wp-content/uploads/2015/01/Application-for-Advertised-Teacher-Position-2016.pdf


All teachers have a responsibility to develop and maintain an adequate understanding of those aspects of Catholic teaching that relate to their subject areas and by their own example provide a Christian leadership role for all members of the school community. Only a person supportive of Catholic Education philosophy may be a teacher in a Catholic School. Teachers bear witness to Christ and Christian values in their own lives and by personally supporting, evaluating, developing and disseminating the Catholic School philosophy. The objectives which teachers undertake to support and promote during their term of employment require them: • to give regular and efficient instruction for the academic, physical and spiritual development of the

pupils; • to participate in worship and prayer in the school in cooperation with the parish priest or priest in

charge, and the Principal; • to adhere to Catholic principles and at all times by personal example, integrity and behaviour, to

support Catholic moral standards.


KEY CATHOLIC EDUCATION POLICIES CHILD RELATED EMPLOYMENT SCREENING

The safety and welfare of children is our paramount consideration when recruiting staff for our schools. In order to help us choose the best person for the job, these processes will be followed to check your suitability to work with children: Identification You must provide identification documentation. The 100 Point Identification Check available from the Catholic Education website will help you identify the documents you need. At least one form of photographic identification is mandatory. Working With Vulnerable People Check (ACT) It is a condition of employment that proof of compliance with the Working With Vulnerable People (WWVP) Background Check Act has been accomplished. Costs associated with obtaining the WWVP Background Check are borne by the employee. The WWVP registration card must be provided to the Catholic Education Office prior to beginning employment in an Archdiocesan school or the Catholic Education Office. The only exception to this requirement is if an employee is transferring from another state to work in the Australian Capital Territory and has a valid registration card from that state. The employee then has twenty-eight days from starting employment to comply with the ACT requirement to register for the WWVP card.

Working With Children Check (NSW) It is a condition of employment that proof of compliance with the Child Protection (Working with Children) Act 2012 has been accomplished. To apply online for the Working with Children Check access the Commission for Children and Young People (CCYP) website, https://www.kidsguardian.nsw.gov.au You will receive by email an Application Number which you need to take to an Office of the Roads and Traffic Authority or other centre for processing WWC applications. The Office of the Children’s Guardian will email your WWC Clearance Number to you. There is information on the CCYP website about the process.

Child Related Employment Declaration You must make a declaration that you have not been found guilty of committing certain offences. Certain offenders are prohibited from applying for child related employment in the ACT. Referee Checks We will ask your referees about your suitability for work with children. Examples of questions that may be asked are:

• This position involves working with children individually and in groups. The work is generally unsupervised. Please comment on the applicant’s suitability for working with children.

• What experience has the applicant had working with children? • Are there any matters, complaints or allegations which have previously or currently been

investigated in relation to this applicant? We will also ask you these questions and the following question during the system interview. Please answer this question regardless of whether the allegation was sustained or not

• Have there ever been complaints made against you about your conduct or behaviour towards or with children?

https://www.kidsguardian.nsw.gov.au/


RELIGIOUS EDUCATION ACCREDITATION TO WORK, TEACH AND LEAD IN CATHOLIC EDUCATION IN THE ARCHDIOCESE OF CANBERRA AND GOULBURN

CE Website link:


PRIVACY POLICY

CE Website link:

https://cg.catholic.edu.au/parents/policies/


https://cg.catholic.edu.au/parents/policies/

L E A D E R S H I PF R A M E W O R K

For all Australian educational systems, leadership is currently presenting many varied and often complex challenges. The recruitment, retention and growth of successful and confident Catholic Educational Leaders is vital to the success of our Catholic Schools. The crucial contribution made by Catholic Education Leaders touches all areas of education from

religious education and student achievement, to the spirituality and wellbeing of individual community members, to the compliance of our schools with regulations and relevant legislation.

This Catholic Education Leadership Framework, based on the Australian Institute for Teaching and School Leadership (AITSL) – Leadership Profiles, is a comprehensive approach to meet these challenges. The Leadership Framework addresses three main leadership areas:

• How do our aspiring leaders prepare for leadership through professional growth and personal reflection? • How do our current leaders grow in their role through the development of leadership capabilities? • How do our current leaders and aspiring leaders receive effective and systematic formative feedback on their leadership roles and preparation, with a focus on identifying areas for support, improvement and growth?

Catholic Educational Leadership is the responsibility of everyone involved in Catholic Education – from the early identification of potential leaders through to the way in which our most successful leaders impart their learned experiences by mentoring and supporting others. Collectively we will continue to develop the processes and strategies to best strengthen our leadership capacity as a system and implement the targets identified in this document.

The partnership of leading our Catholic Schools supports the education of our students, the aspirations of their parents and the mission of the Catholic Church. I thank you for your work in leadership and look forward to meeting the challenges ahead with you all.

Moira NajdeckiDirector, Catholic EducationArchdiocese of Canberra and GoulburnJanuary 2016

1

C O N T E N T S

C A T H O L I C E D U C A T I O NL E A D E R S H I P F R A M E W O R K

I N T E G R A T E D M O D E LF O R L E A D E R S H I P

A I M E X P L A I N E D

L E A D E R S H I P C H A R T

3 L E A D E R S H I P S T R A N D S

T O B E C O M E A C A T H O L I C E D U C A T I O N A L L E A D E R

T O G R O W A S A C A T H O L I C E D U C A T I O N A L L E A D E R

T O R E F L E C T A N D R E C E I V E F E E D B A C KA S A C A T H O L I C E D U C A T I O N A L L E A D E R

3

4

5

6

7

8

9

1 0

2

C A T H O L I C E D U C A T I O N L E A D E R S H I P F R A M E W O R K

Vision “Jesus Christ, our greatest teacher, calls us to share and witness to our faith, build inclusive

communities and deliver contemporary quality learning opportunities to every person.”

In their 2007 Pastoral Letter, Catholic Schools at a Crossroads, the Catholic Bishops of NSW and ACT recognised the need for ongoing and extensive formation to support all staff to be well-equipped to lead and sustain Catholic Schools into the future. The Catholic Education Leadership Framework identifies the requirements and practices essential for successful, effective leadership of Catholic schools within the Archdiocese.

The development of the Catholic Education Leadership Framework is influenced by: • the release of the AITSL Australian Professional Standard for Principals which highlights the nationally recognised school leadership practices • the identification of leadership succession planning as a priority within our system • the vital connection of effective and timely formative feedback on performance as a tool for leadership improvement • the growing recognition that new kinds of leadership, centred on successful student learning, are now needed in schools • the movement towards standards based professional development and accountability structures.

Purpose and Intention of the Catholic Education Leadership FrameworkThe Catholic Education Leadership Framework challenges all leaders to reflect on what it means to be a Catholic school leader and assists them in attending to system priorities and goals. The Catholic Education Leadership Framework provides a common language set around current leadership requirements and practices and provides both effective feedback and a structure for the professional growth of aspiring and current leaders.

The Leadership Framework has several intentions including: • identifying and guiding the formation and growth of aspiring and current school leaders • setting the direction of professional learning for leadership • determining roles and responsibilities of leadership • advising recruitment and selection procedures, aligned with succession planning • supporting performance, appraisal and contract renewal processes • informing and supporting mentoring programs.

Aim of the Catholic Education Leadership FrameworkThe Catholic Education Leadership Framework aims to create leaders who communicate an individual’s worth and value to them so clearly and powerfully, that they come to see it in themselves and in their own actions for Catholic education. (Adapted from Stephen Covey) – An exposé of the aim is articulated in the Catholic Education Leadership Framework Aim Explained (p5)

ImplementationThe Catholic Education Leadership Framework will be implemented from January 2016, with further supporting documentation released as required.

3

A N I N T E G R A T E D M O D E L F O R L E A D E R S H I P

The model, adapted from the AITSL Australian Professional Standard for Principals model, illustrates that while leadership practices and requirements need to be detailed separately it is important to emphasise that they are always fully interdependent, integrated and with no hierarchy implied. The model depicts the leadership requirements and professional practices that aspiring and existing leaders should engage with to develop their own and others’ capacity for leadership.

B E I N G A L E A D E R I N C A T H O L I C E D U C A T I O N

Leading teaching and learning

Developing self and others

Leading improvement, innovation and change

Leading the management of the school

Engaging and working with the community

Professionalpractices of CatholicEducation Leaders

Vision and

Values

Knowledge and

Understanding

Personal Qualities,

Social and Interpersonal

Skills

High quality learning, teaching and schooling

and create within the Catholic Tradition: ‘successful learners, confident creative individuals and active informed citizens.’Melbourne Declaration

Catholic Educators lead by their:

4

‘Cat

holic

Edu

catio

n Le

ader

ship

’ – le

ader

ship

that

is in

spire

d an

d su

stai

ned

by o

ur f

aith

and

bel

iefs

to

live

as J

esus

did

, by

und

erta

king

the

eva

ngel

isin

g m

issi

on, b

y ca

lling

oth

ers

into

rela

tions

hip

with

God

in a

way

that

ack

now

ledg

es

that

Jes

us “

cam

e th

at y

ou m

ay h

ave

life

and

have

it to

the

full”

(Jn

10:

10).

To

prom

ote

full

parti

cipa

tion

in li

fe, C

atho

lic E

duca

tiona

l Lea

ders

eng

age:

~ st

uden

ts to

be

lead

ers

who

are

“su

cces

sful

lear

ners

, con

fiden

t and

cre

ativ

e in

divi

dual

s an

d ac

tive

and

info

rmed

citi

zens

” – M

elbo

urne

Dec

lara

tion

~ pa

rent

s to

be

lead

ers

who

are

act

ive

com

mun

ity m

embe

rs, s

uppo

rting

thei

r ch

ild’s

lear

ning

thro

ugh

invo

lvem

ent a

nd m

eani

ngfu

l par

ticip

atio

n~

staf

f and

col

leag

ues

to b

e C

atho

lic L

eade

rs w

ho a

re c

omm

itted

to th

e gr

owth

of

them

selv

es a

nd o

ther

s.

‘cle

arly

and

pow

erfu

lly’

- th

e w

ords

spe

ak o

f th

e tra

nsfo

rmin

g na

ture

of

lead

ersh

ip.

Lead

ersh

ip

of t

his

natu

re i

mpa

cts

on t

hose

w

ith w

hom

it in

tera

cts

and

mov

es

thei

r th

inki

ng

and

beha

viou

rs.

Thos

e pe

ople

are

cha

nged

by

the

enco

unte

r, th

ey

see

and

thin

k ab

out t

heir

envi

ronm

ent i

n a

new

w

ay, t

hrou

gh a

new

lens

.

‘who

com

mun

icat

e’ –

com

mun

icat

ion

is e

xcha

ngin

g in

form

atio

n th

at

can

be

both

af

firm

ing

and

chal

leng

ing.

E

ffect

ive

com

mun

icat

ion

unde

rsta

nds

the

emot

ion

and

inte

ntio

ns b

ehin

d th

e in

form

atio

n be

ing

shar

ed -

how

a m

essa

ge is

con

veye

d so

th

at it

is re

ceiv

ed a

nd u

nder

stoo

d by

som

eone

in e

xact

ly th

e w

ay

inte

nded

, an

d ho

w li

sten

ing

to g

ain

the

full

mea

ning

of

wha

t is

be

ing

said

allo

ws

the

othe

r per

son

to fe

el h

eard

and

und

erst

ood.

M

ore

than

just

wor

ds, e

ffect

ive

com

mun

icat

ion

com

bine

s a

set o

f sk

ills

incl

udin

g no

nver

bal

com

mun

icat

ion,

eng

aged

lis

teni

ng,

man

agin

g st

ress

in

the

mom

ent,

the

abili

ty t

o co

mm

unic

ate

asse

rtive

ly, a

nd t

he c

apac

ity t

o re

cogn

ise

and

unde

rsta

nd o

ur

own

emot

ions

and

tho

se o

f th

e pe

rson

we

are

com

mun

icat

ing

with

.

The

Cat

holic

Ed

ucat

ion

Lead

ersh

ip F

ram

ewor

k ai

ms t

o cr

eate

lead

ers w

ho c

omm

unic

ate

an in

div

idua

l’s w

orth

and

val

ue to

them

so c

lear

ly a

nd p

ower

fully

, tha

t the

y co

me

to se

e it

in th

emse

lves

and

in th

eir o

wn

actio

ns fo

r C

atho

lic E

duc

atio

n.

‘see

it in

the

mse

lves

and

the

ir ac

tions

’ – t

he le

ader

ship

tha

t w

e le

arn

and

disp

lay

in tu

rn w

ill im

pact

and

be

evid

ent i

n w

hat w

e be

lieve

, w

hat w

e do

and

wha

t we

know

– it

will

sup

port

our v

isio

n fo

r Cat

holic

E

duca

tion,

sho

w in

the

pers

onal

trai

ts w

e br

ing

to o

ur w

ork

as le

ader

s an

d al

ign

with

the

know

ledg

e w

e se

ek a

nd s

hare

.

‘wor

th a

nd v

alue

’ – h

uman

dig

nity

is

an in

alie

nabl

e rig

ht -

that

mea

ns it

is

an e

ssen

tial

part

of e

very

hum

an

bein

g an

d is

an

intri

nsic

qua

lity

that

ca

n ne

ver

be s

epar

ated

fro

m o

ther

es

sent

ial

aspe

cts

of

the

hum

an

pers

on.

Bel

ief

in t

he d

igni

ty o

f th

e hu

man

per

son

is t

he f

ound

atio

n of

m

oral

ity a

nd o

f all

the

Cat

holic

soc

ial

teac

hing

prin

cipl

es.

AIM

EX

PL

AIN

ED

5

The

Cat

holic

Ed

ucat

ion

Lead

ersh

ip F

ram

ewor

k ai

ms

to

crea

te le

ader

s w

ho c

omm

unic

ate

an in

div

idua

l’s w

orth

an

d v

alue

to

them

so

clea

rly a

nd p

ower

fully

, th

at t

hey

com

e to

see

it in

the

mse

lves

and

in t

heir

own

actio

ns fo

r C

atho

lic E

duc

atio

n.

LE

AD

ER

SH

IP C

HA

RT

To b

ecom

e a

Cat

holic

Ed

ucat

ion

Lead

er

To g

row

as a

C

atho

lic E

duc

atio

n Le

ader

To re

flect

and

rece

ive

feed

back

as

a C

atho

lic E

duc

atio

n Le

ader

Lead

ersh

ip R

equi

rem

ents

: •

Vis

ion

and

Valu

es •

Kno

wle

dge

and

Und

erst

andi

ng •

Per

sona

l Qua

litie

s

Lead

ersh

ip E

mph

ases

: •

Ope

ratio

nal

• R

elat

iona

l •

Stra

tegi

c •

Sys

tem

ic

Lead

ersh

ip P

ract

ices

: •

Tea

chin

g an

d Le

arni

ng •

Dev

elop

ing

Sel

f and

Oth

ers

• L

eadi

ng Im

prov

emen

t,

Inno

vatio

n an

d C

hang

e •

Lea

ding

Man

agem

ent o

f the

Sch

ool

• E

ngag

ing

and

wor

king

with

the

C

omm

unity

.

6

A S P I R I N G A N DC U R R E N T L E A D E R S

3 L E A D E R S H I P S T R A N D S

A S P I R I N G L E A D E R S T O B E C O M E A C A T H O L I C E D U C A T I O N A L L E A D E R

Leadership RequirementsCatholic Leaders are committed to their professional growth, both educationally and spiritually, and have an understanding of how they are progressing to a leadership role through their development in the Leadership Requirements – Vision and Values, Knowledge and Understanding, and Personal Qualities. Catholic Leaders know they are required to both lead and to manage. Leadership develops shared vision, inspires and creates commitment, and embraces risk and innovation. Management develops systems, which limit uncertainty, achieve accountability and improve consistency and predictability in delivering educational services at a school and system level.

C U R R E N T L E A D E R S T O G R O W A S A C A T H O L I C E D U C A T I O N A L L E A D E R

Leadership PracticesThe identified Leadership Requirements are enacted through five key Leadership Practices. Through these Leadership Practices a Catholic Leader gives authentic witness to the Catholic faith tradition and provides educational opportunities for all members of the community to participate in God’s Mission; to experience an inclusive community and to be inspired by creative approaches to personal growth and improvement. The Leadership Practices acknowledge the dynamic role of Catholic Leadership, and help leaders to understand the practice and impact of their leadership in their context, and to plan for their next stage of development.

T O R E F L E C T A N D R E C E I V E F E E D B A C K A S A C A T H O L I C E D U C A T I O N A L L E A D E R

Leadership EmphasesThe Leadership Requirements and Practices are always being enacted and adjusted through a particular Leadership Emphasis. This reflects the dynamic nature of the leadership context and enables Catholic Leaders to locate and understand their practice in relation to their context, career stage and capabilities. To lead effectively, Catholic Leaders choose leadership actions that best suit their current context, that reflect their leadership experience, and that are commensurate with their level of proficiency. It is essential that Catholic Leaders receive quality and structured feedback in relation to their Leadership Requirements and Practices through the Leadership Emphasis lens. Movement through operational, relational, strategic and systemic emphases is common as changed circumstances, such as appointment to a new role or implementation of a new policy directive, demand that leaders match their leadership to their situation.

7

T O B E C O M E A C A T H O L I C E D U C A T I O N A L L E A D E R

Catholic Leaders are committed to their professional growth, both educationally and spiritually, and have an understanding of how they are progressing to a leadership role through their development in the Leadership Requirements: Vision and Values, Knowledge and Understanding, and Personal Qualities. Catholic Leaders know they are required to lead and to manage. Leadership develops shared vision, inspires and creates commitment, and embraces risk and innovation. Management develops systems, which limit uncertainty, achieve accountability and improve consistency and predictability in delivering educational services at a school and system level.

Leadership Requirements

1. Vision and Values Catholic Leaders have developed and can articulate their vision of Catholic Education in their context. Catholic Leaders are committed to the learning and growth of young people and adults guided by a Catholic world view and characterised by moral purpose, fairness, human dignity, ethical practice, and lifelong learning. These are the foundational values they reflect upon when decisions are being made.

2. Knowledge and Understanding Catholic Leaders understand the practice and theory of contemporary leadership and apply that knowledge to continual improvement in their school or system context. Depending on their role, Catholic Leaders are well versed in the latest research and developments, and show competency in their areas of expertise (pedagogy, curriculum, assessment and reporting, student wellbeing, relevant national policies, practices and initiatives as well as relevant federal and state/territory legislation, agreements and policies). Catholic Leaders understand the implications of child safety, health and wellbeing, human resource management, financial management and accountability and other legislative and policy requirements and have relevant qualifications.

3. Personal Qualities and Social Interpersonal Skills This requirement recognises the importance of emotional intelligence, empathy, resilience and personal wellbeing in the leadership and management of the school and its community. Catholic Leaders review their practice regularly and implement change in their leadership and management approaches to suit the situation. Catholic Leaders manage themselves well and use ethical practices and social skills to deal with conflict effectively. They are able to build trust across the community and create a positive learning atmosphere for the students, staff and the community in which they work.

Catholic Education System: Strategies, Processes and Procedures

Professional Growth Program Catholic Leaders undertake a systematic and targeted professional growth program to prepare them for their leadership role. This program is developed from both personal and collegial input.

Employment and Selection of LeadersEmployment processes align with the Leadership Requirements and are reflected in Applications, Interview Questions, Interview Proformas, Referee Reports and Interview Feedback.

Developing Mentor Teachers ProgramMentor Teachers have a significant leadership role in the development, induction and support of new and experienced teachers in Catholic Education and have a personal commitment to the development of others.

Coaching Conversations with Emerging LeadersThrough professional conversations with their Principal/Supervisor that are focused on the leader’s goals and professional practice and engagement, emerging leaders are challenged and given feedback about the alignment between the development of their leadership skills and competencies and the Leadership Framework.

Early Identification of Leaders and RecruitmentSystem Staff and Principals have identified the Leadership Requirements in these individuals and have targeted them for appropriate professional development experiences.

Leadership RecognitionCatholic Leaders have received professional recognition for their skills and competencies at a school, community or system level. Recognition may include certification at Highly Accomplished and Lead Teacher status.

8

Leadership Practices

1. Leading Teaching and Learning Catholic Leaders have a key responsibility for developing a positive culture of challenge and support. This will enable effective teaching that promotes enthusiastic, independent learners, committed to lifelong learning. Catholic Leaders’ actions are transformative in the lives of those they lead.

2. Developing Self and Others Catholic Leaders are committed to building capacity through their own professional development; by supporting all staff through managing performance; by providing access to effective continuing professional growth opportunities and by giving regular high quality feedback through the Leadership Emphases.

3. Leading Improvement, Innovation and Change Catholic Leaders manage and lead innovation and change to ensure the school’s vision and strategic plan are put into action and that goals and intentions are realised. Catholic Leaders draw upon the support of others and develop a sense of agency in the improvements they are driving.

4. Leading the Management of the School Catholic Leaders use a range of management methods and technologies to ensure that the school staff and resources are organised efficiently and are managed around the principles of subsidiarity. This includes the delegation of tasks and accountabilities in ways that promote the leadership of others.

5. Engaging and Working with the Community Catholic Leaders develop and maintain positive partnerships with students, families and carers, the local church and the wider school community. This supports a culture of high expectations around inclusivity and the wellbeing of all.


Role Statements and Responsibilities The work of Catholic Leaders is aligned with the Leadership Practices to foster symmetry between the leader’s role, the feedback they receive and their next stage of development.

Professional Growth ProgramThe Professional Learning Program offered by the Catholic Education Office clearly articulates the targeted Leadership Practices and the strategic aim of the learning.

Targeted ProgramsAs educational agendas evolve and change, Targeted Programs enable a dynamic response to address specific needs of School and Catholic Education Office staff.

Coaching EducationCatholic Education acknowledges the value of Catholic Leaders being able to engage in effective coaching conversations to support their roles and strategic goals.

Professional ConversationsThe practice of goal setting by staff and their participation in professional conversations with Catholic Leaders recognises the breadth of the Leadership Practices and their link to the Catholic faith tradition.

Teacher Accreditation/RegistrationAccreditation and Registration aligns with the Australian Professional Standards for Teachers.

Internal School ReviewThe Internal School Review process of ongoing systematic school improvement based on the National School Improvement Tool aligns with the Leadership Practices and allows schools to take responsibility for their own quality assurance.

T O G R O W A S A C A T H O L I C E D U C A T I O N A L L E A D E R

The identified Leadership Requirements are enacted through five key Leadership Practices. Through these Leadership Practices a Catholic Leader gives authentic witness to the Catholic faith tradition and provides educational opportunities for all members of the community to participate in God’s Mission; to experience an inclusive community and to be inspired by creative approaches to personal growth and improvement. The Leadership Practices acknowledge the dynamic role of Catholic Leadership, and help leaders to understand the practice and impact of their leadership in their context, and to plan for their next stage of development.

9

Leadership Emphases

1. OperationalCatholic Leaders with an operational focus attend principally to the communications, organisational and resourcing management that are required within the role to implement smooth and effective day-to-day operations. Decisions are based on values and clearly link accountabilities and development priorities to the Catholic faith tradition.

2. RelationalCatholic Leaders with a relational focus tend to concentrate on consultation and feedback in order to establish, develop and enhance relationships, thus ensuring a shared culture and vision. Human interaction and collaboration is carefully considered and a collegial approach to the common goal is developed.

3. StrategicCatholic Leaders with a strategic focus are deliberate about optimising relational, organisational and management thinking to effect and monitor change in order to realise short and long term goals. Risks are identified early and strategies are employed in a timely manner.

4. SystemicCatholic Leaders with a systemic focus assess logically their own and the organisation’s leadership effectiveness; work to build networks; collaborate with educational groups and make connections beyond their own role and system to influence and lead educational impact.


Life Styles Inventory/Group Styles InventoryDirect feedback is given to individuals and teams on their personal and team leadership capabilities.

Principal Support and Development ProgramAll Principals receive structured support where self-reflection and professional conversations occur based on the Leadership Emphases capabilities.

Coaching Program Principals in their second year of appointment have access to a personal coaching initiative for the development of a targeted professional growth program.

Shadowing ProgramAssistant Principals and Aspiring Leaders shadow a leader from another school with a self-reflection focus on the Leadership Emphases capabilities. This may include secondment possibilities.

Contract ReviewThe process of Contract Review is a critical time for feedback based on the leader’s Role Statement and Responsibilities within the Leadership Emphases.

Performance Improvement Plan / Performance Management. Staff are provided direct feedback and ongoing assessment through a Performance Improvement Plan.

T O R E F L E C T A N D R E C E I V E F E E D B A C K A S A C A T H O L I C E D U C A T I O N A L L E A D E R

The Leadership Requirements and Practices are always being enacted and adjusted through a particular Leadership Emphasis. This reflects the dynamic nature of the leadership context and enables Catholic Leaders to locate and understand their practice in relation to their context, career stage and capabilities. To lead effectively, Catholic Leaders choose leadership actions that best suit their current context, that reflect their leadership experience, and that are commensurate with their level of proficiency. It is essential that Catholic Leaders receive quality and structured feedback in relation to their Leadership Requirements and Practices through the Leadership Emphasis lens. Movement through operational, relational, strategic and systemic emphases is common as changed circumstances, such as appointment to a new role or implementation of a new policy directive, demands that leaders match their leadership to their situation.

10

I S N J A N U A R Y 2 0 1 6

L E A D E R S H I P C A P A B I L I T Y F R A M E W O R K


Capability Capability Definition Supports success in these


Vision and Values

Articulates visionary leadership

Develops and can clearly articulate their vision of Catholic Education in their context.






Is guided by values based Catholic leadership

Approach to leadership is guided by a Catholic world view and characterised by the foundational values of moral purpose, fairness, human dignity, ethical practice, and lifelong learning. Reflects upon these values when making decisions.






LEADERSHIP CAPABILITY FRAMEWORK – REQUIREMENTS AND CAPABILITIES

Catholic Leaders have an understanding of their capabilities through their development in the Leadership requirements: Vision and Values; Knowledge and

Understanding; and Personal Qualities, Social and Interpersonal Skills.

Catholic Leaders have to be capable both as individuals and as professionals. The Catholic Education system in the Archdiocese of Canberra & Goulburn has

identified sixteen core capabilities for Catholic Leaders, across the three Leadership Requirements. The table below lists these core capabilities and describes the

behaviour of an individual who possesses each capability.

Individuals applying for a leadership position must include in their application, a written reflection on each of the core capabilities. It is important that in their presentation

applicants cite examples that give evidence of each of the capabilities in their own leadership. As a guide, applicants should provide no more than four A4 pages in

their response




Knowledge and Understandings

Is Committed to Continual Improvement

Keeps up to date with contemporary leadership practices. Applies this knowledge to continual improvement in their school or system context, embracing r isk and innovation.




Demonstrates Sound Analysis

Analyses current context and applies learning and research to ensure the most effective outcome.




Ensures Legislative and Policy Accountabil it ies

Is appropriately qualif ied and understands relevant legislations and policies including child safety, health and wellbeing, human resource management, and financial management and accountabil ity. Ensures these are appropriately implemented across their areas of responsibility.




Delivers Quality Outcomes

Focuses on delivering outcomes of a high standard. Works in an organised and quality focused manner, ensuring a planned approach.







Deals Effectively with Change

Facil itates change within the school and community by addressing resistance and supporting others to embrace the changes.






Personal Qualities, Social and Interpersonal Skills

Displays Emotional Awareness

Identif ies and manages the emotions of themselves and others. Displays empathy when leading and managing their school and community.




Demonstrates Personal Wellbeing and Resilience

Ensures personal wellbeing and remains posit ive and focused on leading and managing their school and community when faced with disappointments and setbacks.




Self-reviews and Adapts

Ensures personal growth and reviews their practice regularly. Adapts their leadership and management approach to suit the situation.




Resolves Conflict Effectively

Proactively addresses conflict, using ethical practices and social skills to deal with conflict effectively.




Facil itates Posit ive Relationships

Facil itates positive working relationships across relevant groups, including teachers, parents, students and the community. Relates well to people at all levels.








Creates a Positive Learning Culture

Creates a posit ive learning culture for students, staff and community.





Guides and Mentors Others

Provides others with clear direction and performance expectations. Monitors and addresses performance, providing guidance and mentoring.




Communicates with Influence

Conveys message in a way that it is received and understood by someone in exactly the way intended. Listens to gain the full meaning of what is being said by others. Inspires and influences others to support their key messages.




Takes Responsibil ity for Personal and Professional Accountability

Displays full commitment to their role and encourages others to do the same. Takes responsibil ity for their school’s performance and outcomes. Supports others to take responsibil ity for their role and performance outcomes.






I S N M A Y 2 0 1 6

Applications are sought from suitably qualified and experienced persons (lay or religious) for the following leadership position in the Archdiocese of Canberra and Goulburn.

The commencement date for this position is 23 January 2017.

Principal St Joseph’s Primary School,

Adelong, NSW St Joseph’s Primary School currently has an enrolment of 36 students from Years K to 6. The staff at St Joseph’s Primary School are highly motivated and provide a quality environment for the students’ learning and development. St Joseph’s Primary School has 8 full-time and part-time staff including the Principal, Religious Education Coordinator, Teachers, a Learning Support Teacher, Office Managers and a Learning Support Assistant who work diligently for the families of the school. This position requires the applicant to:

be a practising Catholic who has a sound understanding of and commitment to the Church’s mission in Catholic education

possess the leadership capacity to promote, enhance and integrate the religious dimension of a Catholic school in every aspect of school life

have a proven ability in curriculum, administration, planning, implementation and evaluation of education policies and practices.

The position involves working with children. The appointment of successful applicants will be subject to satisfactory employment screening for child related employment in accordance with CE policy. All applications must be made in reference to the Principals Information Package. The Principal Information Package and specific information regarding St Joseph’s Primary School, Adelong can be found on the CE website or download the attachment from the Teachers on the Net advertisement. Further information regarding Catholic Education Archdiocese of Canberra & Goulburn can be found at www.cg.catholic.edu.au Written applications should be marked ‘Confidential’ and directed to Mrs Moira Najdecki, Director, Catholic Education, Archdiocese of Canberra & Goulburn via [email protected]

Applications close: COB Friday 7 October 2016

http://www.cg.catholic.edu.au/

mailto:[email protected]

INFORMATION RELEVANT TO THE VACANCY OF PRINCIPAL

AT

St Joseph’s Primary School ADELONG

IN THE ARCHDIOCESE OF CANBERRA AND GOULBURN

ADDRESS

St Joseph’s Primary School

Gundagai St

ADELONG NSW 2729

http://www.sjadelong.nsw.edu.au

St Joseph’s Primary School is a Catholic coeducational Primary School within the

Archdiocese of Canberra and Goulburn. The school is located in New South Wales,

one hour east of Wagga Wagga and two and a half hours west of Canberra.

PARISH INFORMATION

Parish: St James’ Parish within the Hills Mission.

Parish Priest: Fr Sijo Thekkekunnel MS

Parish Coordinator: Sr Carmel Piffero rsj

Telephone: (02) 6946 2049

STUDENT ENROLMENTS/STAFF

St Joseph’s currently has an enrolment of 36 students, grouped in two 2 classes:

Kindergarten/Years 1/ 2 and Years 3 / 4 / 5 / 6. An additional teaching staff allocation

is provided to support the particular needs of a small school.

St Joseph’s has 8 full-time and part-time staff including the Principal, Religious

Education Coordinator, Teachers, Learning Support Teacher, Office Managers and a

Learning Support Assistant who work diligently for the families of the school.

Students enrolled at the school primarily come from the town of Adelong and its

surrounding area. Many continue their secondary education at McAuley Central

School Tumut, located 20 minutes east of Adelong.

SCHOOL VISION AND MISSION

Our vision is: To be God’s hands in our homes, our school and our world.

Our Mission is: To be God’s hands students make connections between –

My God

Myself

My Learning

My Relationships and

My world.

http://www.sjadelong.nsw.edu.au/

RELIGIOUS EDUCATION

The school works with the Parish to nurture the faith and spirituality of each person in

our school community. Sacramental programs are parish-based. St Joseph’s Religious

Education units are taken from the Archdiocese Syllabus Treasures New and Old and

are based in the Understanding by Design pedagogical model.

CURRICULUM

St Joseph’s Primary School is a vibrant learning community. Curriculum is based on the

BOSTES NSW Australian Curriculum. Teaching and learning is underpinned by high

expectations of achievement, to which all students are entitled, and is realised

through the transformative pedagogies of teachers. The school commenced a BYOD

program in 2016 with great success, and with support from the parent community.

The school community works hard to ensure resources are purchased and integrated

into all aspects of teaching and learning.

SCHOOL PLANT, FACILITIES & GENERAL CONDITION

The original school building houses the Administration area, the staffroom and one

classroom. There two newer classrooms adjacent to the building. All facilities have

been renovated over time and are wonderful modern spaces. The outdoor areas are

spacious and provide excellent opportunity for many different teaching and physical

activities.

PARENT INVOLVEMENT AND COMMUNICATION

Parent partnerships and programs occur in many ways with an active School

Community Council which provides many and varied activities for families to be

involved in including the welcome BBQ, working bees, fetes and yearly activities.

A BRIEF HISTORY OF ST JOSEPH’S PRIMARY SCHOOL

St. Joseph’s Primary School was established in 1884 and celebrates its 132nd year in

2016. In 1884 the Sisters of St Joseph set up the school to educate the children of the

miners in the town. It was the first school opened outside the Goulburn Mother

house. Catholic education has continued uninterrupted since that time in Adelong.

With the Sisters leaving the school, lay staff have continued the tradition and charism

of the order.

THE LOCAL AREA

Adelong is part of the Tumut Region and a gateway to the Snowy Mountains of

Southern NSW. The town is nestled on the picturesque banks of the Adelong Creek.

Its verandah-lined main street is classified by the National Trust (NSW) with some

buildings dating back to the gold rush era of the 1800s. The nearby heritage listed

industrial site Adelong Falls Gold Mill Ruins boasts a remarkable collection of stone

ruins, the remains of the Reefer quartz crushing mill.

Local activities include skiing, fishing, bush walking, gold panning, canoeing,

festivals, markets, horse riding. Sporting clubs and grounds and the swimming pool

are well utilised.

Documents

Principal Application Pack - cg.catholic.edu.au · referees. If employed in a non-Diocesan school, your current employer should be nominated. ALL THE CHURCH, PROCLAIMS ALL THE GOSPEL,