Mount Roskill Intermediate School

Deputy Principal Application Person Specification The successful appointee will: Professional Knowledge

● Demonstrate a significant depth of knowledge in current education theory and practical application related to teaching and learning, assessment theory, current issues and initiatives in education

Professional Development

● Demonstrate a high level of commitment to further developing their own knowledge and skills to enhance their expertise in the areas of educational management and administration

Teaching Techniques

● Demonstrate expertise and refined strategies in the development practice of teaching programmes including differentiated learning and formative assessment practices. Have a sound understanding and evidence of accelerated learning approaches and inquiry learning.

Reflects on Teaching Practice

● Use highly effective techniques for teaching, evaluation, appraisal and reflection on their own and others teaching practices. A sound understanding of teaching as inquiry.

Student Management

● Motivation and support – Demonstrate expertise and effective strategies in the development and maintenance of learning environments by recognising and catering for the learning needs of a diverse range of students.

Fosters a Culture of Learning

● Be highly effective in encouraging positive school-wide engagement of students in learning and foster practice and a culture of learning and achievement.

Effective Communication

● Be skilled and will be successful in: Communicating with students, staff, families , wider whanau and caregivers and reporting on student achievement.

Pastoral care/ discipline ● Work collaboratively as part of the management team to support student welfare and positive behavior

for learning.

Contribution to Wider School Activities

● Contribute towards the effective functioning of school, including the school’s relationship with parents and wider community

Resource Management

● Effectively and appropriately use available resources to support learning outcomes for students. Use sound budgeting procedures to monitor and manage expenditure.

Staff Support

● Have a high level of commitment to encouraging and fostering effective working relationships with and between others, and in providing appropriate support and assistance to colleagues.

● Coach and mentor

Staff Management

● Participate and contribute to the school’s performance and management systems and will provide effective advice and guidance to other members of staff.

Professional Leadership

● Understand the aims and display competence in their area of responsibility – will provide professional leadership to staff within their area of responsibility and encourage and assist colleagues in Professional Development.

Regulations and Policy

● Ensure that procedures for making decisions in their area of responsibility are consistent with national guidelines and school policy.

Understanding of Education Environment

● Demonstrate a high level of awareness of education developments in middle school education and changes in their area of responsibility and will undertake appropriate professional development.

Understanding the School Community

● Ensure the social and cultural factors affecting the school’s community are reflected in the policies and programmes operating in their area of responsibility.

Relationship with the School Community

● Foster and build positive, authentic relationships between the school and all sectors of the community and will represent and communicate effectively to a range of audiences.

Personal Qualities

● Has presence, integrity and mana, is respected by colleagues, is known to be trustworthy and reliable, is even tempered and fair, is not easily stressed, makes good decisions, is physically and emotionally fit for the position.

Leadership Qualities

● Has a vision, sense of purpose and commitment – has a well thought out set of educational values and philosophy to match – has the ability to inspire others and instill confidence.

The advertised position has a Curriculum Focus with responsibilities that include: ➢ Curriculum implementation and development ➢ Professional development ➢ Accelerating Learning ➢ Oversight of Maori ➢ Oversight of Special Needs ➢ Oversight of Provisionally Certified Teachers

MT ROSKILL INTERMEDIATE SCHOOL

APPLICATION FOR APPOINTMENT

TO THE PRINCIPAL: Kristen WalshamPOSITION APPLIED FOR:

PERSONAL DETAILS:

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PRESENT EMPLOYMENT:

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TERTIARY EDUCATION QUALIFICATIONS:

Institution Attended Year Qualifications Attained Date Awarded

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TEACHING SERVICE (list all schools and positions):

Class Level

Salary Scale

School Date From

Date To

OTHER INFORMATION

Have you had any injury or medical condition which the tasks of this job may aggravate or contribute to, or

know of any reason why you might have difficulty carrying out the job description attached?

If yes, please give details below: Yes No

______________________________________________________________________________________________________________________________________________________________________

Do you have any matters relating to yourself currently or previously Yes No

before the Teachers Council?

Do you have a current New Zealand drivers licence? Yes No

Do you give permission for your police record to be checked? Yes No

PRIVACY ACT 1993 (To be signed by the Applicant)

The Application is submitted with the understanding that any further information given, is for the use of the employer and their authorised representatives who may at any time have access to this information.

Furthermore consent is given for members of the Mt Roskill Intermediate Appointments Committee or its advisor to make enquiries of my present of past employers or colleagues or any other person who may assist in establishing my suitability for the position of Deputy Principal at this school.

APPLICANT’S SIGNATURE: DATE:

DECLARATION:

Have you ever been convicted of an offence against the law: (apart from minor traffic offences), Received police diversion for an offence, have charges pending or know of any reason why you should not be employed to work in a school environment? Yes / No

If YES, please provide date and details of offence(s) on a separate sheet. Please note that you may be asked to provide a copy of the relevant court records available from the registrar of the court concerned.

I certify that I am fully registered as a New Zealand teacher. I solemnly and sincerely declare that to the best of my

knowledge and belief the information given in this application and in my C.V. is correct.

APPLICANT’S SIGNATURE: DATE:

Mt Roskill Intermediate School

Our Overarching Goal For our students to thrive

Vision

Our vision is to grow lifelong learners who; (School Motto – Strive, Seek, Find)

Strive to reach their potential Seek to become better citizens

Find success and friendship Our School Whakatauki;

Ko te Pae Tawhiti, Whaia kia Tatu, Ko te Pae Tata, Whakamaua kia Tina Reach for distant goals so they seem close for you to grasp,

but hold fast to those that are close to you, so you can attain them

Values

Our School Values are; Care – Manaaki Respect – Kōtua Responsibility – Tūtika these underpin our school-wide approach to fostering positive behaviour for Learning

Principles

Learning to Learn:

● Learning, both for students and teachers, is at the heart of what we do. It is supported by relationships that focus on the learner and their learning

Our High Expectations are reflected in the curriculum, extra-curricular opportunities and extension programmes ● All students are empowered to learn and achieve ● Safe, respectful environments provide a solid foundation for learning

Authentic Learning Contexts: ● Learning opportunities are relevant

Valuing Diversity: ● Inclusion and respect are fostered ● Differences enhance our learning opportunities ● We can learn something from everyone

Partnerships: ● Genuine partnerships with families are fostered ● Community, Campus and Community of Learning (CoL) relationships are pursued

Maori dimensions and Cultural

Diversity

Cultural Diversity

● Maori tikanga and te-reo is taught, valued and celebrated ● Maori learn as Maori (Ka Hikitia) ● A sense of belonging is created for all students ● Students’ language and culture are affirmed and respected

Special Education –

Inclusive Unit (Tennyson Centre)

Inclusion ● Tennyson Centre students take a full and active role in our school ● Students benefit from mainstreaming opportunities ● Curriculum opportunities are based around the Key Competencies ● Individual needs are catered for

The Board will document and maintain an ongoing programme of reporting, self-review and community consultation over a four-year period. Self-review forms the basis for deciding priorities for school development and improvement. This involves consultation with parents through parent workshops, regular Hui, Fono and working groups. The wider Staff, school Leadership team and students all contribute to ongoing review and Charter.

Mount Roskill Intermediate School Strategic Section 2018 – 2021

Strategic Goals Overarching Goal - For our students to thrive

Learning Our students will be engaged in their learning and have high levels of achievement and progress

Working Together Our school and community will work together to strengthen relationships and support student learning

Processes Our school will have efficient systems

Learning 2018 2019 2020 2021

Key New Developments - Strategic Areas Improve outcomes for all students, particularly Maori, Pasifika, English Language Learners and those who have special learning needs

1. Continue implementation and development of effective mathematics practices, (MoE Contract, CoL Project)

2. Develop a model for Pasifika Mentoring based on the Maori mentoring framework

3. Review systems for Identifying and tracking students in our target groups who are underachieving so that we can measure the effectiveness of our interventions. (CoL)

1. Embed mathematics new learning and practices

2. Fully implement Pasifika Mentoring Model

3. Begin implementation of new Digital Technology Curriculum

1. Begin development of new Student Inquiry Learning model

2. Fully implement the Digital technology Curriculum

3. Review Effective Literacy 4. Embed the Pasifika Mentoring Model

1. Implement and develop effective literacy practices identified in review

2. Embed Student Inquiry Learning model 3. Sustain the Pasifika Mentoring Model

Sustaining - Strategic Areas 4. Continue to use the principles of Ka

Hikitia and Tapasa (New Draft Pasifika Plan) to guide the teaching and learning programs across the school and foster cultural responsiveness (whanaungatanga)

5. Monitor and sustain effective LWDT principles to enhance learning

6. Monitor the effectiveness of student agency focused on individual interests (Tennyson Centre)

7. Embed Maori Mentoring Model

4. Implement identified measures to increase the effectiveness of target programmes and interventions

5. Monitor the effectiveness of Inclusive Education programmes and learning interventions

6. Sustaining a continued focus on developing student agency

7. Embed Maori Mentoring

1. Sustain PB4L and Restorative Practice 2. Sustain the Growth coaching model school

wide 3. Sustain a continued focus on developing

student agency 4. Embed identified measures to increase the

effectiveness of target programmes and interventions

5. Sustain Maori Mentoring

1. Embed the Digital technology curriculum 2. Sustain measures to increase the

effectiveness of target programmes and interventions

4. Sustain the Maori and Pasifika Mentoring Models

2018 2019 2020 2021

Learning Key New Developments - Strategic Areas

Teachers are supported to improve best practice in effective teaching and assessment which will impact on student progress and achievement

1. Continue schoolwide Professional Learning focus to develop Inquiry based, collaborative mathematics practice (MoE Contract and CoL project)

2. Develop understanding of Collaborative inquiry to raise achievement (CoL)

3. Begin implementation of school wide PB4L restorative practices (MoE Contract) and further develop Tier 2 interventions

1. Embed mathematics approaches and sustainable leadership

2. Develop a collaborative inquiry approach to enhance learning and raise achievement

3. Develop school model of Restorative practice – school wide

4. Embed Tier 2 PL4L Interventions 5. Begin exploring Topic Based inquiry

Model

1. Embed a collaborative inquiry approach to enhance learning and raise achievement

2. Embed Restorative practice – school wide

1. Development of effective literacy practices and new learning identified in review

Sustaining - Strategic Areas 4. Undertake inquiry into current Topic

based inquiry learning approach and model

5. Continue to develop roles and understanding of roles within the new leadership model to support teaching and learning through coaching and mentoring.

6. Develop leadership practices of collaborative inquiry through the principles of GROWTH Coaching (CoL)

7. Begin implementation and use of Learning Progressions

6. Embed Tier 2 practices - PB4L, building sustainability

7. Embedding coaching and mentoring to support practice, through leadership roles

8. Develop a Topic based inquiry learning approach and model based on Inquiry

9. Develop Practice to support implementation of Digital Technology Curriculum

10. Develop understanding and use of Learning Progressions

3. Sustain mathematics approaches and leadership

4. Embed a School wide peer coaching approach

5. Develop Practice to support Digital Technology Curriculum

6. Embed understanding and effective use of Learning Progressions

1. Sustain leadership and effective mathematics practices

2. Continued Development of Practice to support new Digital Technology Curriculum

3. Embed a collaborative inquiry approach to enhance learning and raise achievement

4. Sustain understanding and effective use of Learning Progressions

Working Together

2018 2019 2020 2021

Build relationships and community led involvements with a particular emphasis on learning

Key New Developments - Strategic Areas

1. Continued development of Talanoa Ako/ triadic model for engaging with families around learning for their child.

2. Further develop model to awhi academic mentoring with Maori students, involving whanau (Whanaungatanga) and begin developing Pasifika academic mentoring model

1. Implement developed Talanoa Ako/ Triadic model for engaging with families and learners

2. Begin engaging with identified Key stakeholders as a CoL

1. Fully implement Talanoa Ako/ Triadic model for engaging with families and learners

2. Engaging with identified Key stakeholders as a CoL

1. Embed Talanoa Ako/ Triadic model for engaging with families and learners

2. Engaging with identified Key stakeholders as a CoL

Sustaining - Strategic Areas

1. Further develop use of Technology to enhance home learning and engage whānau and community.

2. Continued development of Pasifika Parents Group with a particular emphasis on learning and achievement

3. Share best practices, planning collaboratively, promoting our priorities as a Community of Learning (CoL)

4. Identify key people (including whanau) and organisations we need to partner with as a Community of Learning (CoL)

5. Continued development of hui, fono, parent workshops and reading together programmes

1. Monitor the effectiveness of technology to engage how learning and whanau

2. Embedding Maori and Pasifika academic mentoring, involving whanau

3. Embedding the Pasifika Advisory group with a particular emphasis on achievement and learning.

4. Share best practices, planning collaboratively and promoting our priorities as a Community of Learning (CoL)

5. Continued development of hui, fono, parent workshops and reading together programmes

1. Sustaining Maori and Pasifika academic mentoring, involving whanau

2. Sustaining the Pasifika Advisory group with a particular emphasis on achievement and learning.

3. Share best practices, planning collaboratively and promoting our priorities as a Community of Learning (CoL)

4. Continued development of hui, fono, parent workshops and reading together programmes

1. Review effectiveness of Maori and Pasifika academic mentoring, involving whanau

2. Sustaining the Pasifika Advisory group with a particular emphasis on achievement and learning.

3. Share best practices, planning collaboratively and promoting our priorities as a Community of Learning (CoL)

4. Continued development of hui, fono, parent workshops and reading together programmes

Processes 2018 2019 2020 2021

Our school will have efficient systems to manage and implement effective property, financial and personnel management programmes

Key New Developments - Strategic Areas

1. Develop shared understanding around Education Act Updates in relation to Reporting, employment and health and safety

2. Full implementation of ‘Our Standards’ for the Teaching Profession

3. Implement Appraisal Inquiry framework

4. Develop shared understanding around Our Code of Professional Responsibility

1. Begin development of new cycle of 5YA and 10YPP to reflect the school's strategic direction of Innovative Learning Environments

2. Implement Review recommendations for procedures around EOTC planning and safety

3. Embed inquiry based Appraisal framework linked to the Teaching Standards

4. Implement National Education Learning Priorities in strategic planning

1. Embed inquiry based Appraisal framework linked to the Teaching Standards

2. Implement key areas of new legislation 3. New cycle of 5YA and 10YPP to reflect

the school's strategic direction of Innovative Learning Environments

1. Implement key areas of new legislation 2. Implement 5YA and 10YPP planned works

to reflect the school's strategic direction of Innovative Learning Environments

Sustaining - Strategic Areas

1. Monitor School Health and Safety compliance in regards to legislation

2. Implement 5YA planned works to reflect the school's strategic direction of Innovative Learning Environments

3. The BOT continues to undertake professional learning linked to school Policy and identified areas of Teaching and learning

1. Monitor School Health and Safety compliance in regards to legislation

2. The BOT continues to undertake professional learning linked to school Policy and identified areas of Teaching and learning

3. Sustain shared understanding around Key Policy areas of health and safety

4. Embed shared understanding around Our Code of Professional Responsibility

1. Monitor School Health and Safety compliance in regards to legislation

2. The BOT continues to undertake professional learning linked to school Policy and identified areas of Teaching and learning

3. Sustain a shared understanding around Our Code of Professional Responsibility

1. Sustain shared understanding around Key Policy areas of health and safety

2. The BOT continues to undertake professional learning linked to school Policy and identified areas of Teaching and learning

Mount Roskill Intermediate School Annual Plan 2018

Strategic Goals Overarching Goal - For our students to thrive

Learning Our students will be engaged in their learning and have high levels of achievement and progress

Working Together Our school and community will work together to strengthen relationships and support student learning

Processes Our school will have efficient systems

Strategic Aims: 1. Improve outcomes for all students, particularly Maori, Pasifika, English Language Learners and those who have special learning needs 2. Teachers are supported to improve best practice in effective teaching and assessment, which will impact on student progress and achievement

Learning Actions to achieve Aims Led by Budget Timeframe

PLG meetings are used to support teaching as inquiry and work with Target students - tracking and measuring the effectiveness of interventions and programmes

DP, LL, PLGL T1-4

Continue to develop effective mathematics pedagogy and practice using problem solving/ inquiry based approach (PLD Contract and CoL project) to raise achievement for all learners

DP, LL, Core Facilitators, Maths Lead team

$4,000 Ongoing 2018

Reading together, Reading support, ESL and Refugee programmes continue to support learning. Maths Support Teacher is implemented and related training undertaken

DP, ESL/Refugee Coordinator

$49,000 T1-4

Sustain and share best practice through professional learning model and differentiated PLD, including induction, mentoring and coaching. This includes effective literacy practice LWDT to enhance learning

DP, LL, DLL $2,000 T1-4

Begin to explore and use the learning progressions to support teaching and learning DPs, LL T2-3 Embed Maori academic mentoring, based on developed model and begin developing Pasifika academic mentoring

model based on the Maori model DPs, Kaiarahi, PSL 0.2 FTTE T1-4

Kahikatea and Tapasa documents are used to guide approaches and culturally responsive practice DPs, Kaiarahi T1-4 Develop a coaching model (Growth Coaching) across the school to support Teacher inquiry and student learning

(Students as Peer Coaches) Principal, DPs,SLT, WSTs

$6,000 T1-4

Introduction to Restorative Practice (MoE Contract) - PB4L practice supports teaching and learning. Building a school-wide understanding and supporting positive student wellbeing

DP, Marianne, PSL $3,000 T1-4

Embed use of the Spiral of Inquiry - use of WST to support this DPs, LL, PLGL, WSTs T1-4 Develop roles within the leadership model to support teaching and learning, through coaching and mentoring Principal, DP Ongoing 2018 Develop and embed growth mindsets towards challenges, learning, effort and language used DP, LL, PLGL,

Teachers Ongoing 2018

Opportunities for students to bring what they know, their culture and values to units of works is actively planned for in units of work

DP, LL, PLGL Ongoing 2018

Strategic Aims: 1. Build relationships and community led involvements with a particular emphasis on learning

Working Together

Actions to achieve Aims Led by Budget Timeframe

Implement 2nd year of Talanoa Ako/ Triadic trial to refine model for engaging families around learning for their child; Ongoing collection of student, family and teacher voice, review model and impact on learning and engagement

Principal, DPs T1-3

Planned opportunities to engage families mapped out and build on over the year, including welcome Powhiri Principal, DPs, LL, PSL, PLGLs

$4,000 Ongoing 2018

Sustain Pasifika Parents Group to bring a Pasifika lens to fono and learning DPs, Pasifika Liaison $1,000 T1-4

Facilitate parent led Fono with a learning focus at least 3 X per year, Hui at least 3 X per year plus hosting significant community events such as Matariki, Maori Graduation, Diwali festival

Principal, DPs, Kaiarahi, LL, PSL, PLGLs

T1-4

Use of Pasifika Liaison to support growing Pasifika leadership, engaging with families and supporting learners DPs, Pasifika Liaison Ongoing 2018

Use parent workshops and Reading Together workshops to engage and provides families with resources to support home learning parents through a differentiated approach

DPs, Kaiarahi, LL, PSL, PLGLs, ESL/ refugee coordinator

$500 T1-4

Explore and embed ways of using technology to engage families, including Google Classroom and use of the School App DP,LL, DLL Ongoing 2018

Continued work with Campus and COL to further develop and strengthen ties with the community by identifying key people and organisations to engage with

DP, WST $1,000 T1-4

Strategic Aims:

1. Our school will have efficient systems to manage and implement effective property, financial and personnel management programmes

Processes: Actions to achieve Aims Led by Budget Timeframe

Development of new Appraisal framework to reflect the inquiry approach to Our Standards of Professional Responsibility. This will be supported by growth coaching around the inquiry goal. Quality indicators developed.

Principal, DPs Framework & indicators T1 Implemented T1-4

Our Code of Responsibility - develop shared understanding though PLD Principal, DPs Ongoing 2018

Strategic Planning is informed by analysis of data and school review Principal, DPs Ongoing 2018

There is a clear link between the identified needs of students and strategic planning Principal, DPs, BoT Ongoing 2018

Processes for monitoring legislative requirements and compliance are revisited and documented. New legislation is unpacked to develop a shared understanding with BoT and Staff

Principal, DP, BoT Ongoing 2018

School priorities relating to 5YA are started, beginning with required works and creating innovative learning environments to reflect plans

Principal, BoT Ongoing 2018