Permanent DP Application Pack Aug 2018 - Tapanui School - Start Term 1 - 2019 Together we learn and grow - Education Gazette
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Tapanui School
Permanent DP
Application Pack
Aug 2018
Together we learn and grow.
Start Term 1 - 2019
TAPANUI SCHOOL
SUSSEX STREET
TAPANUI 9522
Telephone 03 204-8614
Fax 03 204-8614
Antony Criglington, Principal
Email office@tapanui.school.nz Email principal@tapanui.school.nz
27 July 2018
One Position: Permanent Deputy Principal
Dear Applicant,
A rare opportunity has arisen at Tapanui School for the role of permanent Deputy Principal and
we thank you for your enquiry about this recently advertised position. Tapanui School is a
relatively small semi-rural school in West Otago. We have enjoyed a stable roll around 120
students over the past 5 years and a professional climate that is based on collegiality and mutual
respect.
A Job Description, Person Specification, School Description, Code of Conduct and Ethics as well
as the Standards for the Teaching Profession are attached. Please use the separate Application
for Employment Form provided.
In your letter of application please ensure you respond to the Person Specification and
outline your strengths and interests. Tapanui School staff use modern learning
pedagogies and teach in collaborative teams. Students move across learning spaces and
may be taught by any teacher in the Learning Hub.
The anticipated timeline for the appointment is as follows:
27 July Position advertised online in the NZ EdGazette
13 August Position advertised in the NZ EdGazette (Paper Booklet)
22 August Applications close (12pm)
23-25 August Shortlisting and Referee’s Contacted
27 August Shortlisted applicants notified
1 September (Sat) Interviews held at Tapanui School
3-5 September Observations of Teaching / Psychometric Assessment (if required)
6 September Successful applicant offered the position (subject to BOT ratification) and
unsuccessful applicants notified
The position commences at the beginning Term 1, 2019 and is permanent. All letters of
application (including the Person Specification), together with the Application for Employment
Form, CV and any other supporting documentation should be forwarded by email to:
The Principal
Tapanui School
principal@tapanui.school.nz
All applicants should provide the contact numbers of referees with their applications. We may also
contact your current school Principal or other sources including Social Media (if appropriate) to
verify statements made in applications.
We look forward to receiving your application by 12pm, Wednesday 22 August 2018.
Yours faithfully
Antony Criglington
Principal
B/Ed (Canterbury) / Dip Teaching / TTC (TCNZL)Tapanui School
Deputy Principal
Responsible to: The Principal
Responsible for: Leadership of teaching and learning programmes in one of our
Learning Teams, including planning, teaching, assessing, reflecting
and evaluating.
Act in the role of Principal in their absence.
Salary Units: Two
Status: Permanent
Non-contact Time: CRT (8 days minimum) + DP Release based on core responsibilities
The Deputy Principal will:-
Professional Knowledge and Leadership
• Keep up to date with curriculum developments and changes by maintaining
professional reading, study and liaising with advisors and colleagues (networking)
• In Collaboration with their team, develop a clear vision, plan outcomes for the year
through the development of a Long-Term Plan, Weekly Collaborative Plans, Unit Plans
and Hub Overview.
• Monitor and review the progress in relation to the levels in the NZ Curriculum and
School Targets throughout the year
• Report on progress and achievement to the Principal as required
• Coordinate Curriculum Reviews based on the Board’s cycle of ‘Self-Review’
Staff Relationships
• Consistently work to maintain effective working relationships with colleagues.
• Facilitate regular Team Meetings that are inclusive of all staff in your Learning Team
• Work collaboratively with outside agencies as appropriate (eg. RTLB)
• Plan for and review progress with any Support Staff assigned to students in your
Learning Team
• Represent the school in a positive way in all interactions (see separate Code of Ethics)
Student Relationships
• Use models of effective practice that demonstrate a commitment to Te Tiriti O Waitangi
• Model the school values: Perseverance, Excellence, Equity and Respect
• Provide a safe learning environment that fosters effective learning
• Design learning experiences that promote engagement and provide regular feedback
to students on their learning progress and achievement
• Include students, family and whanau in learning conversations that include evidence
based student achievement and next step learning expectations
• Celebrate and display student work and student achievement
Specific Leadership Outcomes
• To be negotiated
The DP will be supported in their role through:-
• Regular Leadership Team meetings with the Principal and other Team Leaders
• DP Release (based on negotiated additional school roles)
• Meetings with Staff including Staff PLD (generally fortnightly)
• Meetings with the Principal for advice, guidance, support or feedback as requiredTAPANUI SCHOOL
“Together we Learn and Grow”
Person Specification
Permanent Deputy Principal
The successful applicant will have exceptional interpersonal skills, promote a culture that empowers
others and is dedicated to promoting the success of all students and teachers across the school.
Obviously, the successful applicant will have a sound knowledge of current pedagogy (ILE), blended
learning, the NZ Curriculum and assessment practices that contribute to learning.
Our community will value and nurture a thoughtful, future-focused educational leader who is
passionate about our children’s lives. We want someone who is committed to the Tapanui Team and
will help drive our learning journey to its fullest.
We offer a close-knit, supportive culture that is forward thinking, strives for excellence and is
committed to helping each person reach their personal best. Together we learn and grow. Position
starts at the beginning of Term 1 2019.
The successful applicant will have and demonstrate relevant qualifications / experience for the
position. In your application please provide evidence showing how you demonstrate the following:
• A passion for teaching and learning
• Proven ability and willingness to work in a twenty-first century teaching and learning environment,
including such things as:
- Open and fluid spaces
- Self directed learning
- The power of two or more, collaborative team teaching
- Student feedback and feed-forward
- Blended Learning, specifically the use of Google Apps for Education
• A teachable spirit and a proven ability to work collaboratively leading others in a learning team
• A commitment to ongoing reflection, inquiring into the teaching and learning process and
professional learning
• Effective classroom management skills
• In-depth knowledge of effective pedagogy and teacher actions that promote student learning
based on current educational research
• An enthusiastic, warm and positive approach when communicating with staff, students and
parents both inside and outside the classroom
• The energy to participate fully in the corporate life of the school
• A commitment to:
- Our school Values: Perseverance, Excellence, Equity, Respect
- Our Vision to grow: “confident, connected, actively involved, life-long learners.”
Please ensure you address this Person Specification in your application!TAPANUI SCHOOL PROFILE
“Together we Learn and Grow”
Tapanui School is a state, co-educational, contributing, decile 9, primary school for children from
Year 1 – Year 6. As well as the Principal, Tapanui has a teaching staff of seven (2018), with seven
support staff. Tapanui School is an active partner in the ‘Pomahaka Kāhui Ako’.
Our school is well positioned in the town with the Playcentre, Kidzway Early Learning Centre and
Blue Mountain College situated alongside. The school is of modern construction in two classroom
blocks with an administration area in between. Twenty-first Century pedagogy and modern learning
environments mean we are moving towards having 2 larger spaces for learning. There are junior
and senior adventure playgrounds and also a covered swimming pool in the far corner of the
extensive, landscaped grounds.
The school is very well resourced with a ratio of 1 device per 2 students in each classroom, accessing
both internet and intranet, AppleTV’s and data projectors. Curriculum text resources are also up-to-
date and well maintained. We are a ‘Google’ school using Classroom and an optional BYOD for
students in Year 4-6.
Tapanui School has a positive partnership with the community, and parents and caregivers provide
a high level of support and encouragement in all school activities. This is clearly shown in the support
given by both the PTA committee through its fundraising and the Board of Trustees through its
governance of the school.
Students at Tapanui have regular opportunities to participating in inter-school and zone sporting
experiences. The school intentionally runs Te Reo Māori classes and regularly enters the local EPro8
and EiS Technology Challenges. Year 4-5-6 students experience a 3-4 day camp each year, usually
in Term 1.
Further information can be found on the school website: http://tapanui.school.nz
School Summary
Grade: U3 Decile: 9 1 July Roll 2018: 119 Peak Roll 2018: 130
Last ERO Visit: June 2015 Roll stable at: 110-130
BOT Chairperson: Zita Young Principal: Antony CriglingtonTAPANUI SCHOOL CODE OF CONDUCT & ETHICS “Together we Learn and Grow” Rationale: Tapanui Primary School is a small and close knit learning community where 'Together we Learn and Grow’. Our School is forward thinking in its philosophy, purposeful in selecting the right staff and committed to helping our students with the competencies they need to succeed. Our vision captures the learner qualities of being confident, connected, actively involved, lifelong learners. Our team is committed and determined and works together to ensure that learning is the focus of our core business, serving every one of our learners. The Code of Conduct and Ethics is a set of characteristics and behaviours that staff are expected to demonstrate and uphold. This document sets out the expectations of our code of conduct and ethics and is a guideline. There is of course a natural link between the code of conduct and employment contracts. Individual employment contracts and teacher registration also have aspects of expected behaviour detailed and this document does not replace that, but is rather a guide for our team to work together- and to enjoy our work and relationships. This Code applies to all employees - permanent full-time, permanent part-time, temporary staff and staff employed on short-term employment agreements. Ethics: Tapanui School expects a certain standard of ethics and behaviour from all staff. This reflects the basic requirements of courtesy, professionalism and integrity. By following the code we will ensure that Tapanui School maintains the best possible learning practice and relationships with our students and each other. Integrity A key component of workplace ethics and behavior is integrity, or being honest and doing the right thing at all times. Workers with integrity are trustworthy. Accountability Taking responsibility for our actions is another major factor when it comes to workplace ethics and behaviour. Staff who exhibit accountability are honest when things go wrong, then work toward a resolution while remaining professional all the while. Teamwork A vital aspect of our work together at Tapanui School is working well with others. That includes everyone from peers to parents. While not all staff will always like each other, they do need to set aside their personal or even work-related differences to reach a larger goal. As a small workplace- we must support and encourage team players. Commitment Ethical and behavioural guidelines in the workplace often place a high amount of importance on dedication. Although possessing the necessary skills is essential, a strong work ethic and positive attitude toward the job can carry you a long way. Dedicated staff can often inspire their co-workers and learners to do the same. Empathy Empathy is the ability to experience and relate to the thoughts, emotions or experience of others.
Empathy is more than simple sympathy, which is being able to understand and support others with
compassion or sensitivity. Simply put, empathy is the ability to step into someone else’s shoes, be
aware of their feelings and understand their needs.
An empathic workplace where the rights of others are respected helps everyone feel like a team and
increases productivity, enjoyment, morale and loyalty.
When we understand our team and the work roles of others, we have a better idea of the challenges
ahead of us and better pathways to solve problems.
· Empathy allows us to feel safe with our failures because we won’t simply be blamed for them.
· It encourages leaders to understand the root cause behind poor performance and seek to make
this better.
· Being empathetic allows supervisors to help struggling staff improve and excel.
Respect
Treating someone with respect means behaving towards that person in a way that values their worth,
dignity and uniqueness. It is a fundamental requirement of professional relationships and ethical
conduct.
Tapanui School Shared Expectations:
Tapanui School can operate effectively and provide a quality learning environment when there are
shared expectations between staff.
This is a two-way commitment that benefits both the employer and employee when expectations are
met.
Tapanui School expects Staff:
· To work within the law with honesty and with integrity;
· To provide quality learning at all times to our students.
· To comply with the policies of Tapanui School;
· To respect the rights of colleagues, the public and Tapanui School’s stakeholders;
· To respect the ownership of Tapanui School’s property,
· To comply with all lawful and reasonable instructions; and
Staff Expectations of Tapanui School:
Tapanui School has an obligation to behave in a fair and reasonable manner towards its staff.
As a good employer, Tapanui School is committed to ensuring that the following staff expectations
are met:
· Impartial and open selection and appointment procedures;
· An up-to-date role definition that provides clear statements of the duties of the position and the
employer’s expectations;
· Clear definition of performance standards;
· Communication processes which are specific and well-defined;
· Fair rates of remuneration for skill, responsibilities and performance;
· Good and safe working conditions;
· Equal employment opportunities;
· Adequate training and equipment to perform duties;
· Opportunity for the enhancement of individual abilities;
· Freedom from being harassed or discriminated against in the workplace;
· A commitment to supportive and confidential Employee Assistance;
· Appropriate disciplinary and dispute procedures; and
· Opportunity for redress against unfair or unreasonable treatment by the employer
· Identify problems associated with performance or behaviour, and making sure that the process
for fixing those problems is fair, prompt and consistent.
· To reciprocate the values, behaviours and ethics described in this guidelines, to the very best
of their abilities.Standards for the Teacher Profession
It is understood that high-quality practices will generate naturally occurring evidence that can be
used for discussion and analysis. For the purposes of appraisal, it is not expected that teachers
would need to identify evidence of individual elaborations; however, the evidence of the quality of
their practice would need to be suf cient to re ect the standard.
STANDARD ELABORATION OF THE STANDARD
Te Tiriti o Waitangi partnership • Understand and recognise the unique status of tangata whenua in
Aotearoa New Zealand.
• Understand and acknowledge the histories, heritages, languages and
Demonstrate commitment to tangata whenuatanga cultures of partners to Te Tiriti o Waitangi.
and Te Tiriti o Waitangi partnership in Aotearoa • Practise and develop the use of te reo and tikanga Māori.
New Zealand.
• Inquire into and re ect on the e ectiveness of practice in an ongoing
way, using evidence from a range of sources.
• Critically examine how my own assumptions and beliefs, including
cultural beliefs, impact on practice and the achievement of learners with
di erent abilities and needs, backgrounds, genders, identities, languages
Professional learning and cultures.
• Engage in professional learning and adaptively apply this learning in
Use inquiry, collaborative problem- solving and practice.
professional learning to improve professional • Be informed by research and innovations related to: content disciplines;
capability to impact on the learning and pedagogy; teaching for diverse learners, including learners with
achievement of all learners. disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other
education professionals, and engage in collaborative problem solving
and learning- focused collegial discussions.
Professional relationships • Engage in reciprocal, collaborative learning-focused relationships with: –
learners,familiesandwhānauEstablish and maintain professional relationships – teachingcolleagues,supportsta andotherprofessionals
and behaviours focused on the learning and – agencies,groupsandindividualsinthecommunity.
wellbeing of each learner. • Communicate e ectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and
organisational practice, showing leadership, particularly in areas of responsibility.
• Communicate clear and accurate assessment for learning and achievement
information.
• Develop learning-focused relationships with learners, enabling them to be active
participants in the process of learning, sharing ownership and responsibility for
learning.
• Foster trust, respect and cooperation with and among learners so that they
experience an environment in which it is safe to take risks.
Learning-focused culture • Demonstrate high expectations for the learning outcomes of all learners, including
for those learners with disabilities or learning support needs.
•
Develop a culture that is focused on learning, and Manage the learning setting to ensure access to learning for all and to maximise
is characterised by respect, inclusion, empathy, learners’ physical, social, cultural and emotional safety.
collaboration and safety. • Create an environment where learners can be con dent in their identities,
languages, cultures and abilities.
• Develop an environment where the diversity and uniqueness of all learners are
accepted and valued.
• Meet relevant regulatory, statutory and professional requirements.
• Select teaching approaches, resources, and learning and assessment activities
based on a thorough knowledge of curriculum content, pedagogy, progressions in
learning and the learners.
Design for learning • Gather, analyse and use appropriate assessment information, identifying progress
and needs of learners to design clear next steps in learning and to identify
additional supports or adaptations that may be required.
Design learning based on curriculum and
•
pedagogical knowledge, assessment information Design and plan culturally responsive, evidence-based approaches that re ect the
and an understanding of each learner’s strengths, local community and Te Tiriti o Waitangi partnership in New Zealand.
• Harness the rich capital that learners bring by providing culturally responsive and
interests, needs, identities, languages and cultures.
engaging contexts for learners.
• Design learning that is informed by national policies and priorities.
• Teach in ways that ensure all learners are making su cient progress, and monitor
the extent and pace of learning, focusing on equity and excellence for all.
• Speci cally support the educational aspirations for Māori learners, taking shared
responsibility for these learners to achieve educational success as Māori.
• Use an increasing repertoire of teaching strategies, approaches, learning activities,
Teaching technologies and assessment for learning strategies and modify these in response
to the needs of individuals and groups of learners.
Teach and respond to learners in a knowledgeable
• Provide opportunities and support for learners to engage with, practise and apply
and adaptive way to progress their learning at an learning to di erent contexts and make connections with prior learning.
appropriate depth and pace. • Teach in ways that enable learners to learn from one another, to collaborate, to
self-regulate and to develop agency over their learning.
• Ensure learners receive ongoing feedback and assessment information and
support them to use this information to guide further learning.You can also read
