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Internal advertisements for development opportunities
- 1. Organisation & Staffing Changes Opportunities for Professional Learning & Development
- 2. Distributive Leadership through…… • Supporting the priorities of the Strategic and Annual Plans • Focusing specifically on the learning agenda • Emphasising the commitment to Professional Learning as the means of building individual and collective capacity to meet the challenges of the Charter • Encouraging creative and novel ways of approaching leadership • Considering Project Leadership • Providing personal development opportunities through leadership of a whole school dimension • Broadening the umbrella of senior leadership
- 3. Characteristics of Leadership Framework • Focusing on raising achievement through the setting of Goals • Prioritising Pedagogy through increasingly effective teaching • Collaborating through dedicated Institutions particularly Professional Learning Communities of Practice to support classroom practice • Spreading involvement across the school and wider community in our vision and progress • Drawing on research to support direction and using Evidence to inform decision making • Creating opportunities for all involved to take Ownership of changes GPILSEO
- 5. DEPUTY PRINCIPAL 4 MA + SMA + PN Allowance+ 1MMA PRINCIPAL DEPUTY PRINCIPAL 4MA + SMA + 1 MMA LEADER OF LEARNING -ADMINISTRATIVE SUPPORT & Curriculum Manager LEADER OF LEARNING LEADER OF LEARNING – STUDENT ENGAGEMENT & Student Manager
- 6. Coordination, Implementation & Monitoring of Teacher Appraisal Coordination of Staff Handbook Coordination of Programme for Provisionally Registered Teachers Maintenance of Up-to-date Teacher Registration & Attestation Processes & preparing report to BoT Induction of staff New to College Lesson Walk-through contributor Lead Coordinator of Professional Learning & Development Programme for staff Lead Evaluator of Teaching & Learning Lesson Walk-through Co-ordinator Senior Staff Appraisal & identified others Providing leadership in the professional learning & development of staff as a lead facilitator for PB4L Restorative Practices lead Facilitating Student Voice Lesson Walk-through contributor Staff Appraisal Coordination of Uniform Compliance
- 7. Week One Week Two Week Three Before School After School 3.30 – 4.30 Before School After School 3.30 – 4.30 Before School After School 3.30 – 4.30 Monday Staff Briefing 8.30-8.45 STAFF Staff Briefing 8.30-8.45 Whole Staff Professional Learning Staff Briefing 8.30-8.45 Departments [1] Tuesday Pastoral Care DEANS 8.15-8.45 SLT [Learning] Pastoral Care DEANS 8.15-8.45 HODs Pastoral Care DEANS 8.15-8.45 Departments [2] Wednesday Best Practice 8.15-8.45 PLCs & Co- Construction Meetings Best Practice 8.15-8.45 PLCs & Co- Construction Meetings Best Practice 8.15-8.45 PLCs & Co- Construction Meetings Thursday Year Teams 8.15-8.45 Year Teams 8.15-8.45 Year Teams 8.15-8.45 Friday Staff Briefing 8.30-8.45 Staff Briefing 8.30-8.45 Staff Briefing 8.30-8.45 Proposed Meeting Cycle Principal & Deputies Meet every morning for operational matters & fortnightly for planning Version 2 31st January 2014
- 9. Distributive Leadership through…… Supporting the priorities of the Strategic and Annual Plans Focusing specifically on the learning agenda Emphasising the commitment to Professional Learning as the means of building individual and collective capacity to meet the challenges of the Charter Encouraging creative and novel ways of approaching leadership Considering Project Leadership Providing personal development opportunities through leadership of a whole school dimension Broadening the umbrella of senior leadership
- 10. Head of science Principal Leader of Learning Deputy Principal Pastoral Head of Social Sciences Culture & Community E-Learning Deputy Principal Curriculum SENCO Research & Development Focus on Learning Example Theme: Literacy Targets Head of English Responsive Membership
- 11. PB4L Principal Leader of Learning Deputy Principal Pastoral DEAN Culture & Community DEAN DEAN DEAN Research & Development Focus on Learning Example Theme: Behaviour Policy Responsive Membership
- 12. Expressions of Interest are invited in the following areas as professional learning opportunities: 1. LEADERS OF LEARNING - Initially One Year – up to 4 Fixed Term Positions to join the Senior Leadership Team with specific portfolios of responsibility as leaders of learning. The positions will be filled dependent on the suitable match of experience, motivation and vision to move the college forward in line with the priorities of the Strategic and Annual Plans through the role. 2. Acting Head of Technology Curriculum Areas – Fixed Term – for Two Terms initially 3. Acting Head of Arts & Link Curriculum Areas – Fixed Term – for Two Terms initially 4. Acting Head of Social Sciences – Fixed Term – for Two Terms initially Additionally SENCO – Permanent or Fixed Term dependent on experience & an invitation for co-option to the senior leadership team
- 13. Research, Development, Assessment Analysis, Evidence and Quality Control • A Fixed Term Development Leader [One Year in the first instance to be reviewed] • Remuneration: 1 MA + 1MMA + Time Allocation TBD • To be a co-opted member of the college Senior Leadership Team and experience a Professional Learning and Development opportunity through a whole school leadership and change agent role • To be a Leader of Learning – focusing on the areas of Research, Development, Assessment Analysis, Evidence and Quality Control [abbreviated to R&D]
- 14. Culture and Community • A Fixed Term Development Leader [One Year in the first instance to be reviewed] • Remuneration: 1MA + 1MMA + Time Allocation TBD • To be a co-opted member of the college Senior Leadership Team and experience a Professional Learning and Development opportunity through a whole school leadership and change agent role • To be a Leader of Learning – focusing on Culture and Community
- 15. Positive Behaviour for Learning [PB4L] • A Fixed Term Development Leader [One Year in the first instance to be reviewed] • Remuneration: 1 SMA + 1 or 2 MMA + Time Allocation TBD • To be a co-opted member of the college Senior Leadership Team and experience a Professional Learning and Development opportunity through a whole school leadership and change agent role • To be a Leader of Learning – focusing on the Implementation of Positive Behaviour for Learning [PB4L]
- 16. Progressing of E-Learning through teacher and student learning • A Fixed Term Development Leader [One Year in the first instance to be reviewed] • Remuneration: 1 MA + 1 MMA + Time Allocation TBD • To be a co-opted member of the college Senior Leadership Team and experience a Professional Learning and Development opportunity through a whole school leadership and change agent role • To be a Leader of Learning – focusing on the Progressing of E- Learning through teacher and student learning
- 17. SENCO • A Permanent Leader of Learning Position – SENCO • Remuneration: 1 MA + 1MMA + Time Allocation TBD • To be a Leader of Learning & co-opted member of the Senior Leadership Team initially for 1 Year – focusing on the area of Supporting Students with Special Needs and delays in literacy & numeracy learning & supporting staff to develop strategies to meet these needs
- 18. Curriculum Leader Roles 1. Acting Head of Technology Curriculum Areas – Fixed Term – for Two Terms initially 2. Acting Head of Arts & Link Curriculum Areas – Fixed Term – for Two Terms initially 3. Acting Head of Social Sciences – Fixed Term – for Two Terms initially
- 19. Expressions of Interest: A colleague may express interest in one or more of the positions as advertised. Where a colleague is interested in taking on more than one portfolio or in addition to an existing portfolio already held, they should outline how they intend to fulfil the new brief(s) whilst continuing to meet their existing professional obligations. Come and talk it over. Consideration will be given to making time available for successful applicants but this will be dependent on the wider needs of the college including the efficient and effective staffing of the timetable. It may not be every week. Individuals will be looked at on a case by case basis. Block release time may be project and time focused. By 3.30 pm Friday 7th FebruaryTo Steve
- 20. Let’s review our Aims Ngā whāinga • To share with you something of who I am and what is important to me in my role as principal • To acknowledge you and begin to build connections with you around professional learning priorities • To explore elements of a vision for the future Let’s review our Success Criteria By the end of this mornings sessions you will be able to: • identify important links between the discourse of your new principal and the learning journey that you have experienced individually and collectively over the last two years • express what you see as the key learning priorities for you [and maybe your team] for you to be able to meet the professional challenges ahead of us
- 21. Ko au ko au, ko koe ko koe, me haere ngatahi tāua I am me, you are you, but we can go on together as one Kotahitanga Whakatauki
- 22. Kia tau iho ki a tātou katoa Te atawhai o tō Tātou Ariki a Hehu karaiti Te aroha o te Atua me te Whiwhinga tahitanga ki te Wairua tapu Amine Closing Prayer Karakia whakamutunga
- 23. Whakaaria mai Tō ripeka ki au T aho mai Rā roto i te pō Hei kona au Titiro atu ai Ora mate Hei a au koe noho ai Amine Enlighten/show Your cross to me Shine During darkness I am there Seeking life Everlasting Amen Waiata
Editor's Notes
- This second part of my kōrero today focuses on some initial translations of how I would like us to structure ourselves this year and to share some invitations to widen senior leadership within the college. Some of the changes have been possible as a result of staff movements at the end of 2013 and since. This is all a part of looking at things afresh. I have been approached by several colleagues regarding acknowledging individuals who have worked especially hard and shown high levels of commitment in the school in recent times. I have also been approached regarding the distribution of management allowances in departments – how some have HODs on two MAs with a second on one MA whilst others do not. I make no secret that my personal view is that in schools we are too tied to old and dated ways of looking at things. Whilst Curriculum Leaders are important roles, as professionals all teachers must expect to be curriculum and pedagogical leaders. For this reason and also that I must get to know you all during 2014, I am proposing that positions being considered at present will be primarily fixed term though not exclusively. I am interested in how we can reach our strategic goals and particularly how we can ensure that all students – all our tamariki and rangatahi – achieve success in line with their potential.
- These are the thoughts that are influencing my thinking around roles and leadership.
- I believe we need a strong framework in which to operate. I don’t know how much you have applied the GPILSEO leadership framework – but I recall reading about it somewhere in your literature. In Senior Leadership Team meetings and Heads of Departments and pastoral Meetings I would like to see us using this framework. It is a means of keeping our eyes on the ball – clear goals and drawing on evidence – placing pedagogical practices at the centre of our quest to explore better ways of doing things with our students and sharing that good practice – grounded in evidence. Looking at our institutions – for example our Behaviour Management Systems and establishing the contribution they are making to student success or inhibiting student success.. Constantly looking to spread ownership and responsibility for what is happening and in particular being agentic as teachers and empowering our rangatahi to take on increasing responsibility for their learning.
- I see the way we work in teams as part of a collegial structure. I have tried to represent this graphically – I am a visual – spatial learner. The whole staff must be at the centre and we therefore we need to meet regularly to share in a kōrero as a staff. I could spend some time speaking about each of these aspects of the structure but today I want to concentrate on two – the SLT and the PLCs. I have talked to Jane and Steven about this and I mentioned it in interview. I see the focus of the Senior Leadership Team being on learning – but people need to recognise that this lies at the centre for each of us. Unless we are active in learning as professionals we will not reach our goals in terms of meeting the needs of our rangatahi. It is for this reason that the presence of formalised Professional Learning Communities of Practice hold such importance. There is a great deal of reliable research that identifies what is effective professional learning. We have to be ready to learn how to learn, to learn how not just to be reflective or indeed critical – but instead to be ‘critically reflective’ – this is a skill we need to develop in order to build our capacity and collective capability as a staff group. Involvement in Professional Learning Communities is therefore not optional – it is vital. It is not a question of thinking – “oh I’ll skip that session, it’s only PD” it will be a question of thinking “ I must attend that session – I have things to learn or contribute to the learning of my colleagues”.
- A few minutes on the role of the Principal and Deputies. Clearly, the Principal and two Deputies need to be central – and one of your hand-outs sets out a summary of portfolios that the three of us have discussed and agreed so that you know who to go to for what – I do not into to read through them – you must do that – otherwise when you come to me about something that Jane or Steven are heading I will know you haven’t! The balance of their roles is different but they compliment each other as deputies and share overlapping responsibilities coming from the curriculum and pastoral perspectives.
- In the area of professional learning for instance – these are our lead aspects – clearly there is overlap and we must each be ready to support the other in ensuring that we build a synergy between our roles
- In terms of meetings – I have looked at what you have been doing and propose a few modifications. Essentially I would like to keep your before school cycle much the same but propose a few additional variations to meetings after school. I have used a three week rotation – with staff and whole staff professional learning on Mondays. I can’t afford to pay support staff to attend after school meetings but you will be welcome to join us – just let me know if you intend to take advantage of the learning opportunities. I have placed a Department Meeting in this cycle on the third week. On Tuesdays I have the SLT and HODs with a second opportunity for a different combination of Department Teams to meet attempting to be responsive to the needs of colleagues teaching across departments. This will need to be appraised for effectiveness. On Wednesdays Professional learning circles is prioritised. They may not occur every week but this is the slot for teams in cross-curricular and interdisciplinary teams to meet and address professional learning and join in co-construction meetings to address the achievement of particular groups of Māori Students. The effectiveness of the cycle will be reviewed at the end of the first semester and adjustments made if needed.
- With regards to the SLT – I envisage a fairly flexible arrangement – and an expanded and widened membership. Returning to the characteristics underpinning this [next slide]
- Each of these points is being addressed
- The membership will change depending on what the theme being addressed might be. Here are two examples. This first one has Literacy as the focus - see how the Heads of English, Social Science and Science are invited and how central the SENCO’s role is.
- In this one with PB4L at the centre, four Deans have joined the group and a few others have dropped out as not being central to this agenda as interpreted by the PB4L lead.
- With all this in mind I have a number of invitations for positions and responsibilities – some to join this new vision of the SLT and also a number of curriculum team leader positions.
- It is time we started to see Research and Development an integral part of what our being professional educators involves and to assist us in this I am inviting applications form anyone who would like to explore this dimension and support the rest of us in developing this aspect of our learning. I envisage some of this role will be around sourcing and linking to research and analysing data in light of research. I am happy to explore opportunities for pursuing further postgraduate distance learning papers to support this role if possible.
- A key aspect of our Strategic and Annual Plans involves closer connectivity with our community and its involvement in the learning of our rangatahi. This person must have a sound appreciation of Te Ao Māori and be able to make connections with whānau and local hapū and iwi. The purpose of each of these Development Leadership roles is to bring the brief to bear on our discussions and decision making. Each is a leadership development opportunity but also a change agent role.
- You are already aware that PB4L is to play a key part in our life. I want to see someone taking a lead in advocating for this aspect in the SLT.
- The future of learning is to be found in grasping the opportunities for the application of e-learning. I have already made a commitment to support staff that I will engage with them through the use of e-portfolio as an approach to their professional learning and appraisal and I intend to use it for my own appraisal. This is a steep learning curve for me but we must all rise to the challenge. E-Porfolio and other e-platforms like Edmodo have such potential. In some schools in New Zealand the classroom is already being flipped through use of e-technology with students doing the grunt work at home and teachers facilitating enhanced learning in the classroom. We need to open our eyes and be ready to leap into the now! Our young people – many are already there. We have to think like educationalists seeking out new opportunities for student learning and our own learning not police and prison officers enforcing rules. This development leader role is aimed at contributing to this shift in thinking. Instead of banning phones in our classrooms I challenge you all to start thinking about applications for their use to support learning and social networking as a means to support cooperative learning.
- We have some significant legal obligations to students with special needs and I am looking for an exceptional individual prepared to learn and take on this role who already has a good grasp of literacy and numeracy strategies and is prepared to support colleagues in developing differentiated approaches in the Junior School particularly.
- Staff changes and recent decisions to change the emphasis of roles and responsibilities ahs provided opportunities in the following curriculum areas for leaders of learning. I am also interested in staff thoughts on how we might structure the subject areas and possibly bring together subject areas in ways that support literacy and numeracy in the junior school in particular. I see no reason why we have to keep subject boundaries as they have been in recent times. Addressing Key Competencies lends itself to a different view of curriculum organisation. But for now we have our traditional subjects to manage and I am seeking willing volunteers, for two terms initially, possibly longer.
- In twos, turn to the person beside you and share one thing that you feel you have learned about how I see the role of Principal. The youngest should go first. Now form a foursome and share the response your partner made adding your own view of how this can contribute to building the capacity of the staff to raise the achievement of Māori students at Reporoa College. Begin with the tallest group member and go anticlockwise. Now share with the rest of the group what you feel one of your greatest learning need will be or one area of practice that you would like to develop in 2014. Begin with the person who was born closest to the North Pole and proceed to the next closest and so on.