Professional Documents
Culture Documents
Juliet DP JD 2016 With Reflections
Juliet DP JD 2016 With Reflections
EDUCATIONAL LEADERSHIP
Educational leadership is at the centre of the model. Educational leaders lead
learning to:
improve learning outcomes for all students, with a particular focus on
Mori and Pasifika
create the conditions for effective teaching and learning
develop and maintain schools as learning organisations
make connections and build networks within and beyond their schools
develop others as leaders.
SCHOOL CONTEXT
Different contexts can present different challenges for school leaders. As
educational leaders we need to adapt or adjust our leadership practices to
meet the particular demands of our school context.
The Te Kowhai Deputy Principal Job Description draws from Best Evidence Synthesis and findings from the core
research as below.
DEPUTY
PRINCIPAL
JOB DESCRIPTION
KEY AREA:
KEY INDICATORS/ACTIONS/ROLES
EDUCATIONAL
LEADERSHIP
PTC: 1, 2, 3, 4,
5, 6, 7, 8, 9, 10,
11, 12
Our core purpose is to lead learning, and to bring our Vision to life.
Our Vision, Values, Learner Qualities & Strategic Goals are the driving force for our roles. We are
the gatekeepers for our Vision.
Our prime focus is on improving student achievement via professional learning and enhancing
teacher capacity
Reports regularly to the Board on assessment, student achievement, curriculum responsibilities
Facilitate school wide professional learning based on school and student needs
Responsible for the efficient day to day administration and management of areas of
responsibility
Professional oversight and support for all Learning Communities
Contribute to the development and implementation of the Schools strategic plan
TE KOWHAI SCHOOL DEPUTY PRINCIPAL JOB DESCRIPTION
- Page 3 of 13
Reflections /
Evidence
RELATIONSHIPS
PTC: 1, 2, 3, 5,
7, 9,
Reflections /
Evidence
With
-
CULTURE:
WHAT WE VALUE
AROUND HERE
PTC: 2, 3, 5, 6,
Next Step:
- Utilise kaumatua from CoL to meet with our parents to discuss their aspirations for their children.
The format of our online survey might not have been as effective as it could have been with our
Maori students.
Focus the school culture on enhancing learning and teaching in accordance with our Key
Principles
Create a culture in which teamwork is expected and valued, and in which teachers are enabled
to take on appropriate leadership roles
Lead and create opportunities to celebrate progress and success of students and staff.
Ensure a safe and well-organised environment that allows teachers to focus on their teaching,
and students on their learning;
Maintain effective communication between staff and leadership team
Ensure that staff are well informed and understand expectations (through regular
TE KOWHAI SCHOOL DEPUTY PRINCIPAL JOB DESCRIPTION
- Page 5 of 13
meetings/minutes/memos)
7, 8, 9, 10, 12
Reflections /
Evidence
PEDAGOGY:
TEACHER
KNOWLEDGE
AND ACTIONS THAT
PROMOTE LEARNING
PTC: 3, 4, 5, 6,
10, 11, 12
Work with classes / teams to track progress through year, leading / facilitating discussions
around classroom practice that raises student achievement.
Provide guidelines and guidance for Teacher Planning and Assessment
Coordinate appraisal and attestations of all teachers.
Ensure that teaching and learning programmes are informed by ongoing self-review and
evaluation processes using student achievement data.
Actively seek to support, develop and implement the Te Kowhai key principles
Works with other Leadership Team & Curriculum Leaders in the compilation of school wide
assessment and reporting systems (including student-led conferences and portfolios)
Ensures SMS system documentation is up-dated to provide for the collection and reporting of
school wide assessment information
Overall responsibility (with Curriculum Leaders) of analysis of school wide assessment data,
TE KOWHAI SCHOOL DEPUTY PRINCIPAL JOB DESCRIPTION
- Page 6 of 13
Reflections /
Evidence
analysing trends, suggesting pathways forward, discussion with staff on areas of strength,
weakness, ways forward
Work with classes / teams to track progress through year, leading / facilitating discussions
around classroom practice that raises student achievement.
Facilitated in development of Learning Ecosystem with purpose of aligning everyones vision of what
our approach to teaching and learning looks like.
SYSTEMS:
HOW THINGS
WORK AROUND
HERE
PTC: 2, 3, 5, 6,
7, 11
Reflections /
Evidence
PARTNERSHIPS
AND
NETWORKS:
CREATING POSITIVE
LINKS TO SUPPORT
LEARNING
suggesting pathways forward, discussion with staff on areas of strength, weakness, reporting
systems.
Delegate tasks to teachers, specific to their identified roles
Pastoral care of students and support for staff.
Prioritise and resource selected areas targeted for improvement
Use evidence to monitor progress, plan, and manage change
Oversee effective and efficient use of financial resources and assets within delegated areas of
authority
Coordinates Duty/Assembly rosters, Timetables school wide
Leads review of EOTC procedures, policy, and schoolwide programme
Strengthen partnerships and networks to enhance student learning (including online forums)
PTC: 1, 3, 4, 5,
8, 9, 12,
VLN, Twitter, Progressions online (TKI)
Reflections /
Evidence
LEADING
CHANGE
PTC: 1, 4, 5, 6,
7, 8, 12
Reflections /
Evidence
PROBLEM
SOLVING
PTC: 1, 3, 5, 12
Reflections /
Evidence
Guidelines in TK Central
Email evidence of dealing with issues (see SENCO and Parent Emails)
MANAAKITANG
A: LEADING WITH
MORAL PURPOSE
Display a strong moral commitment to improving educational and social outcomes for all
students.
Build a school culture of trust, respect, and openness.
Steadfastly focus on our vision, values, learner qualities and strategic plan
PTC: 1, 2, 3, 4,
5, 10
Reflections /
Evidence
PONO:
HAVING SELFBELIEF
PTC: 4, 5
This year, I have tipped a lot of things on their head. Mainly questions. E.g. why do we do
speeches? why do we write reports? Continually challenging the status quo.
Reflections /
Evidence
AKO:
BEING A LEARNER
I am really excited to be part of such changing times in education. I feel that we have a huge
opportunity to shape the future of education and the decisions we make now are crucial. This
process is high-stakes and the need for building and maintaining relationships, ensuring
transparency and working collaboratively with all investors is essential.
This lens drives my decision making at school.
Committed to improvement and are willing to try out new ideas.
We can and will make a difference
We lead with a sense of purpose.
Leaders with pono have high levels of self-awareness they confront their own assumptions,
learn from their mistakes, and seek a healthy worklife balance. They persevere in the face of
challenges and have the emotional resilience to bounce back after setbacks. Their self-belief,
energy, and commitment provide inspiration for others.
Demonstrate & model the key aspects of the Learner Qualities to a high level, whilst also
promoting and supporting them to develop amongst staff and students.
Leaders are expected to have a depth of professional knowledge.
Keeping up-to-date with the evidence for professional leadership in schools is a fundamental
TE KOWHAI SCHOOL DEPUTY PRINCIPAL JOB DESCRIPTION
- Page 10 of 13
PTC: 5, 6, 9,
Reflections /
Evidence
AWHINATANGA:
GUIDING AND
SUPPORTING
PTC: 1, 2, 3, 5,
Reflections /
Evidence
expectation of leaders.
Effective leaders have in place their own professional learning programme to help inform their
thinking and practice, and to keep them up-to-date with issues and developments in education
generally.
BUSINESS AS USUAL
RESPONSIBILITY
KEY INDICATORS/ACTIONS
SPECIAL NEEDS
COORDINATOR
Completes role of SENCO, ensuring that childrens individual behavioural and learning needs
are met in order to maximise learning and achievement (Note: this role is supported by
Leaders of Learning, class teachers & Principal)
- Establish a school process for identifying students for special needs register
- Ensure there is a robust monitoring process & maintaining the special needs and abilities
register
TE KOWHAI SCHOOL DEPUTY PRINCIPAL JOB DESCRIPTION
- Page 11 of 13
PTC: 1, 2, 3, 4, 5,
6, 7, 8, 9, 10, 11,
12
Reflections /
Evidence
- To work collaboratively with the classroom teacher and RTLB/GSE to meet the individual
needs (physical, medical, social and academic) of special needs and special ability
students, ORRS and ACC students as identified
- To organise and facilitate IEP Meetings as required. Liaise with parents / caregivers and
outside agencies involved with the child throughout this process
- Liaise with the literacy and numeracy leaders to discuss students with needs
- Being responsible for teacher aide employment, appraisals, timetables and professional
development
- Assist in school wide data collection and review as required with Principal
- To establish good systems of communication between all persons involved in the care of
special needs and special abilities students
- Promotes & develops the school behaviour management programme
- Assists with schoolwide discipline, including working with children before being seen by
Principal, and making contact with parents
- Consider and recommend ways to meet the needs of Mori, Pasifika and other ethnic
groups
Concerns Registers
IEPs creation and liaising with parents
Google doc tracking
Meetings with Rochelle (Maths leader) to organize PLD, strategic planning around Maths
Manage LA timetables, employment
Behaviour plans completed x 4 this year
PERSONAL/PROFESSIONAL GOALS
GOAL:
EXPECTED OUTCOMES:
GOAL:
EXPECTED OUTCOMES:
Signed: ______________________
Tony Grey
Date: ________________________
Signed: ________________________
Juliet Dickinson
Date: _______________________