PRINCIPAL APPOINTMENT

2019

Application Pack 2019Nau Mai Haere Mai, Welcome!

Thank you for expressing interest in the position of Principal at Ponsonby Primary School.

We are looking for a new Principal to lead the school from 28th January 2020, unless otherwise negotiated.

The following documents and links are included with this application pack: Information about our school Criteria for appointment Self-Assessment Principal’s Role Description Information for applicants Recruitment process timeline Application Form (Separate document) Referee’s Report template (Separate document)

The following separate documents accompany this application pack: Application for appointment Referee report template

Further information about the school can be obtained from the school website https://www.ponsprim.school.nz/

The application for appointment is to be returned with your CV and covering letter by 1:00 pm Friday 4th October 2019 either by:

Email to: admin@educationgroup.co.nz (subject line: Ponsonby Primary School Principal position) OR

Deliver to: Roween Higgie, The Education Group Ltd, Level 1, 24 Manukau Road, Epsom

Referee report forms are to be given to your three referees for them to return directly to The Education Group Ltd by 1:00 pm Friday 4th October 2019. The new Principal appointee will commence at the beginning of 202 unless otherwise negotiated.

For any further queries please contact Tanya Prentice, Education Group office (Ph: 09 920 2173; email admin@educationgroup.co.nz) or Roween Higgie, the appointment advisor (Ph: 021 399 513; email: roweenhiggie@educationgroup.co.nz )

Once again, thank you for your interest in leading this unique school.

Roween Higgie The Education Group

Kia ora,

Thank you for expressing your interest in applying for the position

Ponsonby Primary School44 Curran StHerne BayAuckland09 376 3568

of Principal for Ponsonby Primary School.

Becoming Principal of our school provides a fantastic opportunity for the successful applicant. Ponsonby Primary School has a very proud history as set out in the background brief provided as part of this application pack.

As Chair, I have had a very close and successful working relationship with Dr Anne Malcolm, the current Principal of the school. I personally would be looking for that sort of relationship to continue, building on the trust and experience I have established with Dr Malcolm and continuing that into the future.

We have a very close Board of Trustees comprising of five parents (including myself) and a staff representative, Ms Susan Robins. The Board of Trustees very much looks to support the Principal and the staff of Ponsonby Primary School in undertaking their activities to achieve the best possible education outcome for our pupils.

It is the belief of our learning community, fully supported by the Board of Trustees, that we are all, teachers, parents and students, here to enrich children’s learning. The school and the Board of Trustees hold the belief that every child will be provided with opportunities to achieve success and develop their personal pride.

Ponsonby Primary School has developed a very strong culture and we would be looking to the new Principal to continue and maintain the cultural values and traditions with an energetic approach to the future. I firmly believe that this is a big part of what sets Ponsonby Primary School apart, and which assists children to learn skills and form attitudes to help their development now. We are all incredibly proud of Ponsonby Primary School and look forward to welcoming our new Principal to carry on and develop the excellent learning foundations so far established.

Ngā mihi

Alan WebbBoard of Trustees Chairpersonon behalf of the Board of Trustees of Ponsonby Primary School

AN INTRODUCTION TO PONSONBY SCHOOL STEADFAST AND TRUE

What has ERO said in the past?2015 “Student-led learning is a significant feature of the school’s educational success. Students are active participants in decision-making about learning programmes and can confidently talk about their achievement, progress and next learning steps. Focused class environments, effective teaching strategies and meaningful learning opportunities encourage students to build on their strengths and follow their interests”.

2012 “The school culture is inclusive with a strong sense of community. The principal and staff maintain close contact with people in the local area and the wider community of Auckland inner city suburbs. The board and senior leaders maintain professional contact with neighbouring schools to support positive outcomes for students and their families. The staff are experienced, and many have a long association with the school. Staff know the students and their families well. They support the many school activities held outside normal school hours.”Ponsonby Primary is a U5 decile 10 contributing school in central Auckland. 21 full time teaching staff (5 male & 16 female) and 5 part-time teachers. 1.5 teachers are Board funded. The school has 5 teacher aides to support in-class programmes, 3 administration staff and 1 caretaker. The Board of Trustees is incredibly supportive of the school and recognise the constraints of high decile funding. They ensure the money from each year is spent on the children at the school in that year, so the working capital and cyclical maintenance is kept to around $150,000. Fundraising is implicit in providing the quality education delivered to the students/ākonga.

1.Teaching and Learning 1.1 A teacher/kaiako focus

The school has a culture of valuing all things family; high quality assessment learning practices and a strong belief in differentiated learning, with a focus on success for all.Teachers and students use inquiry learning Rimuta as a springboard for positive metacognitive development, creativity, student agency and critical thinking.Teachers plan in teams to set out clear learning curriculum objectives based on personalised/group needs. Team fortnightly meetings are focussed making explicit Sharatt’s

& Fullan’s (2012) work around, “Putting faces on the data”. The SENCO/DP and EHAS (Extending High Achievers) teachers work with the senior team to ensure that as a school we know, plan and deliver appropriate and challenging learning opportunities. The needs of all students - academically, socially, creatively and physically, are the school’s key drivers. The central premise is that no child slips under the radar, and most importantly families get no surprises about learning - so communication is central to vision for children’s success.

Teachers are trained as learning coaches. They work in trio coaching teams developing and giving feedback on their professional inquiries. Appreciative inquiry philosophy - ‘dream the best you can be’, as opposed to finding a problem to solve inquiry underpins appraisal and professional learning. Each coaching trio has an overseeing/support AFL coach; a team led by the D.P. The clearly defined system enables explicit, linked to need, professional teacher development.Children are provided with a broad curriculum. Student/ākonga agency and positive personal efficacy are inherent in day to day programmes.

1.2 A student/ākonga focus

2018/2019School wide involvement and achievements 1st Place inner city swimming / 1st place & 3rd place inner city cross country / 1st place inner city rap and 2nd place inner city spoken word competitions / 1st & 2nd place NIPs (skiing North Island). Highly commended in J-Rock. APPA choir annually, 2nd place Technology Challenge, chess participants, 2nd

place Robocup - dance section. Netball (7 teams), basketball (5 teams), flippaball (4 teams), all with many top placings. The ASA swim team 1st place in both 2018/2019. Children are encouraged to be competitive but also, to fully embrace support for the team. The school supports children to build resilience and encourages them to give everything a go. Teachers and parents work really hard to ensure that if children want to be in a team; if they want to participate or compete, they will make it happen.

Children setting their learning agendaFrom Year 4 to 6 the “MY time Thursday” programme allows access to students making decisions about their learning needs and involvement in the broad curriculum. Choirs, bands, arts, robotics, coding, dance, history, drama, cooking, kapa haka, languages, sports and gardening are offered based on teacher interests or available experts, often driven by children’s interests. Children plan their day with a minimum of 1 organised activity in each of the 3 learning blocks of time.

The reality of being a student at Ponsonby PrimaryRecognised programmes for children with any learning needs e.g. if you can’t swim 25m by year 4 you are given lessons before school by the Principal and DP. If reading is hard, we have parent and teacher - led programmes. The Senco knows every child with needs and regularly checks their data. The team leaders all have ‘faces on the data boards’ that they reference at all team planning meetings.An expectation is that all children behave respectfully and get involved in the many school opportunities.

Every child from year 1 to year 6 participates in speech competitions, music, school shows, the art exhibition and sports events - all help build confidence and broaden their participation.Parents/Whānau are involved in their children’s learning. The one-hour enrolment meeting and one-hour transition meeting is held with every family so families fully understand and can talk about the school values and the local curriculum.Children are encouraged and supported to be the best they can be. The learning community wants all children to experience positive learning and success.Assemblies are scheduled over the term, not every week. The school House System was developed to grow leadership and strengthen the notion of family.Children are encouraged to be creative, to stand up for rights and challenge their capabilities to develop new skills and understanding. These are key learning requisites. Strong and respectful interpersonal relationships underpin how children relate with their peers and adults.

1.3 Assessment DataRecent July 2019 triangulated data shows percentages and actual numbers of children who are achieving within, at or above expected New Zealand Curriculum levels (NZC). Any student /ākonga, in the below or well below quadrants are identified in the school intervention registers and are target learners.

Reading children Year 1 to Year 6, mid-year 2019 graphed data

Well below Below expected NZC At Expected NZC Above expected NZC

AsTTle, PATS, Probe, observations, learning conversations and PM reading assessments inform the OTJ for the New Zealand Curriculum level.

Mathematics Year 1-6 graphed mid- year 2019 data

Well below Below expected NZC At Expected NZC Above expected NZC

From year 3 children cross group by strategy capability for Mathematics with extra teachers allocated into the programme. The across school set maths time allows for very capable mathematicians being able to work at their level.

Writing Year 1-6 graphed mid- year 2019 data

Well below Below expected NZC At Expected NZC Above expected NZC

Writing has been a two- year key focus for the school. Our CoL within school writing leader is ensuring children have genre specific writing skills, that they are learning to apply across the curriculum. Teachers moderate their student/akonga writing within the school and a recent, June 2019, COL moderation exercise determined very rigorous, albeit maybe too hard - teacher marking expectations. As a staff we are mindful that writing assessment is very subjective.End of year data tends to show a shift to above from within. Data trends identify that 33%+ of children in numeracy and literacy are well above NZC expected levels. Hence, we moved from a gifted and talented explicit programme in 2018 to an extending high achieving students programme (EHAS), in order to create greater equity.

2.School Resources and Buildings

The school’s historic building provides for an open plan office, 9 classrooms and the staffroom. The downstairs has been refurbished and the next 5YA, 2021, will enable the top floor refurbishment. The junior building houses 7 classrooms across from another building with 3 classrooms all built since 2000. In total 19 classrooms. The school pool is heated and the large hall and covered top playground provide for many activities.

3.Demographics & Cultural inclusivity focus Roll 420 students by November annually.Māori 6% NZ European/Pākehā 79% Australian 3% Pacific 3% Asian 3% Indian 2% Other European 2%Other 2%

School Charter Goal January 2018- December 2020

Junior block 2017

HallCanopy

2019 Annual Plan GoalCultural inclusivity to include Te Reo and Tekanga

Every classroom to have a bi cultural focus with display/ language The bi-cultural focus  celebrated through children in Kapa Haka or junior Kapa Haka; Matariki celebration full school inquiry and building Reo across the school as timetabled with teachers with expertise and in term 1 part of CRT release person role.Build with family/whānau a multi- cultural viewPasifika Fono for families Term 2

ERO 2015 referenced M ā ori achievement and involvement as a government priority.“Students achieve to a high level in National Standards. Māori and Pacific students achieve at a comparable level or better than other groups of students. Ponsonby Primary School is effective in promoting educational success for Māori, as Māori. The principal and key teachers play active, leading roles in this promotion. The school’s commitment to biculturalism is strategic, well managed and meaningful to whānau, staff and students. Māori students take pride in the recognition and acknowledgement of Māori values and tīkanga. They value the opportunities to learn te reo Māori, participate in pōwhiri and lead waiata and haka. The strong focus on successful kapa haka encourages Māori students to celebrate and enhance their language, culture and identity.”

4.Possible Next Steps 2020 Continual Improvement Phase

Digital citizenship skills are in a phase of continual improvement. The school’s BYOD programme is for year 3-6 students. Staff will continue to meet the new curriculum requirements - that children will increasingly and over time “design their own digital solutions and become creators of, not just users of, digital technologies” (Hipkins 2018).”

School wide arts development is continuously aimed at broadening children’s experiences. Inquiry learning continues to be refined and improved with more collaborative school wide

projects of inquiry being developed. Whānau engagement. Differentiated learning practices - including explicit identifying of student needs and on-going

assessment for learning principles. School environment - play and shade areas. Leadership development.

Embedding phase School wide teachers as coaches for each other. Continue to develop staff knowledge and understanding and assessment of effective writing. Continue developing assessment that is meaningful and can be used to provide open and

transparent whānau reporting. Continue building on 2 years of developing stronger student agency in action.

Review and Development Phase Begin the work to develop further students/ākonga as coaches and leaders. Review the Mathematics cross grouping strategy. 2020 – Expected and planned review - Health Strategy / 5YA / Cyclical maintenance / budgets

with a focus on improving working capital. 2020 Charter review to include all stakeholders with new Charter 2021.

CRITERIA FOR APPOINTMENT

Ponsonby Primary Students care, respect, relate and strive for personal success.Akonga of RimuTahi ako e whai hua ana mo te heke mai.

We seek a Principal who will ensure that these values continue to be a part of the school.

We are seeking a Principal who also exemplifies the following:

Skills and Abilities A visionary and inspirational leader who empowers stakeholders to achieve the

school’s vision and strategic direction Child centric – knows the children as people and learners Visible and connected, present - highly relational Relatable at all levels, - students, staff, parents, whānau and board of trustees Up to date in their educational and pedagogical knowledge Interested in continuing their own learning and professional development and in turn

is committed developing and inspiring all staff and grows leadership Is a reflective practitioner with a passion for ongoing development of the school Proven ability to “review and refresh” Able to work constructively with a range of different key stakeholder groups A capable and transparent day to day manager - has business acumen Understanding of Te Tiriti o Waitangi within our multicultural school

Personal Attributes Capacity to inspire Empathetic Passionate Connected Relational

PONSONBY SCHOOL: SELF ASSESSMENT Please complete the following self-assessment. Please limit your responses to the space provided. Bullet points are acceptable

1. Student agency and child centered learning is a significant focus in our school. Outline an initiative where student agency has been developed in your current school. Describe the development process, the outcomes and some future steps.

2. What inspired you to teach and lead in education and what continues to keep you engaged?

3. What would be your top three priorities if you were stepping into the role of Principal at Ponsonby Primary School?

PRINCIPAL ROLE DESCRIPTION

Role PrincipalResponsible to Ponsonby Primary School Board of TrusteesDirectly Responsible for All school staff including senior leaders,

teachers, support and property staffPrimary Objectives Culture: Provide professional leadership that

focuses the school culture on enhancing learning and teaching

Pedagogy: Create a learning environment in whichthere is an expectation that all students will experience success in learning

Systems: Develop and use management systems tosupport and enhance student learning.

Partnerships and Networks: Strengthen communication and relationships to

enhance student learningPrimary Functions To act as the Board’s chief adviser in policy and strategic

issues. To implement the school’s Charter and policy objectives.To ensure professional performance and development of self and all staff.To ensure delivery of a balanced curriculum in line with the National Curriculum Framework and to maintain programmes of assessment and reporting of student progress.To lead the school’s staff effectively and to staff the school appropriately.To develop and maintain effective relationships and communications within the school and its community and appropriate agencies.To manage the school’s administrative systems and its staff and resources effectively and efficiently.

POSITION DESCRIPTION

Areas of Practice Key Performance Indicators Ponsonby Primary Principal’s Job Description

1. CULTURE – Provide professional leadership that focuses the school culture on enhancing learning and teaching

1.1 Maintain a school where students, staff and community feel safe, valued and committed to a positive learning environment

1.2 Ensure the school is an orderly place where resources are well managed

1.3 Recognise individual differences and provide a variety of methodologies to meet these

1.4 Provide leadership that promotes staff member’s growth in leadership roles

1.5 Manage conflict and challenging situations effectively towards a resolution

1.6 Understand the implications of NZ’s changing cultural, social and economic context

Employment Terms: Primary School Principals’ Collective Agreement and Principals Professional Standards

Responsible to: The Board of Trustees through the Chairperson

Responsible for:

The overall management and professional leadership of the school, for the implementation of policies and programmes, direction and supervision of all staff including administrative and all other non-teaching personnel

The principal directs the day to day operations of the school, taking direction from the school’s Charter and Strategic Plan, its policies, and the Board of Trustees.  The principal is a board member in his own right and at the same time in the role of the school manager, fulfils a position as a consultant to the board and its committees.

The principal’s role involves key areas of responsibility:1. The educational success of the school- creating

opportunities to improve the conditions for teaching and learning

2. The performance management and development of staff

3. Day to day administration of the school; its culture, community, staff, students and other stakeholders.

4. Effective communication to all stakeholders.

2. PEDAGOGY – create a learning environment in which there is an expectation that all students experience success in learning

2.1 Ensure the school is staffed to effectively deliver the curriculum and to implement the charter and strategic plan

2.2 Provide professional learning opportunities to sustain effective relationships with staff and all students

2.3 Ensure the school review and design of the school curriculum and

programmes are informed by the evidence of the school achievements

2.4 Maintain a professional learning community that provides staff with professional feedback and feed forward on their practices and progress

5. Providing educational advice to the Board of Trustees to support them in their role.

Annual Requirements: The principal implements approved school policies and

procedures. The principal negotiates an annual performance agreement

with agreed and described specific goals for that year. The professional standards are the baseline for assessing

satisfactory performance of teaching staff and school leaders.

Job descriptions underpin appraisal for all non- teaching staff.

The principal is appraised annually through an agreed BoT/Principal method.

The principal appraises all staff annually (through an ‘Appreciative Inquiry’ lens using a trio coaching methodology.

The principal reviews documentations with stakeholder input: -The Charter, Annual Plan, Annual Targets, Budget, 10YP, Cyclical plan and Annual Report and then reports through or against the strategic documents to the Board.

The principal meets the Teacher Council teaching requirements.

The responsibilities are stated generally as follows (added to the original job description as suggested through Education Group documentation- 2013):

In the role of the educational leader, the principal will lead teaching staff in the planning, implementation, and evaluation of educational programmes designed to deliver national and local curriculum goals. The principal will ensure that these programmes contribute to a coherent, balanced, equitable programme that reflects established school priorities and school-based curriculum.

3. SYSTEMS – develop and use management systems to assist and enhance student learning

3.1 Act as chief executive to the Board of Trustees

3.2 Ensure all relevant statutes and regulations will be complied with alongside policies

3.3 Actively implement the school’s charter and strategic plan

3.4 Effectively use financial resources and assets to support student outcomes and operate effective budget planning

3.5 Work in partnership with the Board in monitoring and reporting on the use of finances and assets

4. PARTNERSHIPS and NETWORKING – strengthen communication and relationships to enhance student learning

4.1 Establish and maintain an effective and efficient communications network with the Board of Trustees and the school community including local iwi

4.2 Ensure the Board of Trustees is a part of the communication networks and is used to promote the school

4.3 Ensure staff are consulted on matters

that relate to them4.4 Be an identifiable leader of the

school’s community and to represent the school and its interests locally and nationally

The principal will ensure that programmes are adapted to the specific learning needs of individual children to ensure differentiation and inclusivity and will enlist the assistance of specialist agencies and the school SENCO where necessary. Student progress will be monitored and recorded and reported to the Board and stakeholders.

As a professional leader, the principal will assist in the employment of competent staff in all areas of the school, through the implementation of the school's personnel policies. The principal has responsibility for ongoing staff appraisal, for the professional development of staff through an approved training programme, and for staff discipline as specified in the appropriate contracts and school policies.

In the role of administrator, the principal will oversee all aspects of school organisation, will undertake day to day financial management, will supply such information as may be required by the Ministry of Education and other educational agencies, will give personnel, salary and leave information to payroll providers, will ensure that all school rules and regulations are adhered to, and will undertake the routine supervision of cleaning and grounds staff to ensure that the school environment is clean and safe.

As a communicator, the principal will report regularly to the board of trustees on management issues and on the attainment of charter goals. The principal will also ensure high level verbal and written communication capability and transparency when working with whanau/ families, ākonga/students and staff.

The principal will liaise with the chairperson and other board members at all times over matters of mutual interest or concern.

The principal will provide professional advice to the board and will endeavour to facilitate a harmonious

working relationship between the board and school staff.

Personal characteristics required to be effective in the role include:

Ethical leadership, relational trust building; social justice understanding and application; curriculum and pedagogical knowledge; leadership knowledge.

INFORMATION FOR APPLICANTSThank you for applying for the position of Principal of Ponsonby School. Please ensure you read all material provided before completing the separate application form.

1. Please complete this form personally. Read it through first and then answer all questions. Make sure you sign and date where indicated.

2. Attach a curriculum vitae containing any additional information relevant to the position. If you include written references, please note that we may contact the writer of the reference.

3. Copies of qualification certificates should be attached. If successful in your application, you will be required to provide originals as proof of qualifications. These will be needed to verify the copies which will be retained for the school’s records.

4. If you are selected for interview you may bring whānau/support people at your own expense. Please advise if this is your intention.

5. Failure to complete this application and answer all questions truthfully may result in any offer of employment being withdrawn or appointment being terminated if any information is later found to be false.

6. a) Applicants may not be employed as a children’s worker if they have been convicted of a specified offence listed in Schedule 2 of the Vulnerable Children Act 2014, unless they obtain an exemption. The Criminal Records (Clean Slate) Act 2004 will not apply to these specified offences and these offences will be included in your Police vetting results.b) The Clean Slate Act provides certain convictions do not have to be disclosed providing:

- You have not committed any offence within 7 consecutive years of being sentenced for the offence

- You did not serve a custodial sentence at any time - The offence was neither a specified offence under the Clean Slate Act 2004

nor a specified offence under the Vulnerable Children Act 2014- You have paid any fine or costs

Please note that you are not obliged to disclose convictions if you meet the above conditions but can do so if you wish. If you are uncertain as to whether you are eligible contact the Ministry of Justice.

7. This application form and supporting documents received from the successful applicant will be held by the school. That person may access it in accordance with the provisions of the Privacy Act 1993.

8. CVs provided from non-successful applicants will not be returned, unless a stamped self-addressed envelope is provided. Application forms and CVs from non-successful applicants will be held until the appointments process is completed and will then be destroyed.

9. You are required to request referees reports from three referees. The report template is included in this pack as a separate attachment. It is your responsibility to contact referees and provide them with a copy of the report template and the information that they need to complete and return it. These remain confidential to The Education Group and the Board of Trustees. All information collected from referees will be destroyed at the end of the selection process.

10.All information received will be confidential to the Board of Trustees and The Education Group Ltd.

11. Candidates would be welcome to visit the school prior to interview. This will be organised through the Staff Trustee, Susan Robins, who is the Deputy Principal at Ponsonby Primary School. The Board Chair, Alan Webb will host visitors. Please contact Susan via email srobins@ponsprim.school.nz or phone the school office on 09 376 3568. Visits can take place anytime on the 2nd and 10th of September.

If shortlisted, you will be required to bring to your interview, the originals and copiesof the following:

1.Your current Practising Teacher Certificate2.Two types of identification

- If possible, this should be photo ID e.g. passport and a NZ Driver Licence- If you do not have one or other of the above documents, please

supply a birth certificate, bank statement or IRD number

APPOINTMENT TIMELINEThe Ponsonby Primary School Board of Trustees has set the following timeline for the appointment of the Principal. Every effort will be made to keep to the following schedule in determining the successful candidate.

Timeline for the appointment of the Principal of Ponsonby Primary School 2019

Gazette Pre-Advertisement Early July

Gazette Advertisement Online 23rd August Education Gazette 2nd September

Candidates visiting Ponsonby Primary 2nd or 10th September – please see note above

Closing date for Referee Reports 4th October at 1:00 pm

Closing date for applications 4th October at 1:00 pm

Shortlisting completed 14th October

Visits to short-listed candidates’ schools Week of the 14th October

Interviews with an applicant’s presentation*

Saturday 19th October Sunday 20th October if needed

Appointment commences 28th January 2020 or as negotiated

* The Board reserves the right to conduct a 2nd interview if required.

Checklist - We need to receive completed: Application form and self-assessment Curriculum Vitae - with a covering letter and copies of verified qualification

certificates attached Reports from three referees

Completed applications to be received by 1:00 pm Friday 4th October 2019 and should be emailed (preferred) to: admin@educationgroup.co.nz

OR delivered to: Level 1, 24 Manukau Road, Epsom, Auckland 1023

If you have any queries, please contact Tanya Prentice (Office Manager for The Education Group) by phoning 09 920 2173 OR Roween Higgie 021 399 513