EDUCATION AUTHORITY APPOINTMENT OF PRINCIPAL. Glenwood Primary School Upper Riga Street BELFAST BT13 3GW

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1 TE17/04/01 EDUCATION AUTHORITY APPOINTMENT OF PRINCIPAL Glenwood Primary School Upper Riga Street BELFAST BT13 3GW POST Applications are invited for the post of principal of Glenwood Primary School which will become vacant from 1 April The board of governors seeks to appoint a high calibre professional who is committed to continuing to develop the school s ethos and forward-thinking strategic future in the interests of all the young people in the school and throughout the locality. SCHOOL INFORMATION Glenwood Primary School was established in 1981 through the amalgamation of Glenwood Infants and Junior schools, both of which being existed on the same site. The latter dating from the 1920 s and a listed building, the former being of 1960 s construction. Plans are currently being drawn for a significant refurbishment programme. Located in Upper Riga Street with an entrance on the Shankill Road, the school serves children from a wide area centred on the upper Shankill district. The school has adequate accommodation for 20 classes, a special needs unit, TV room and two assembly halls. The school library has been refurbished to provide a bright modern facility for all the children. A computer suite has recently been developed. A school meals kitchen is located within the grounds of the school. Plans to refurbish part of the school and to rebuild the remainder are at an advanced stage. A breakfast club operates from 8:10 to 8:40 each morning. Various other activities are provided through partner organisations such as Barnardos, Mad Science and Debutots as part of a growing extended school programme. In Glenwood we strive to establish and maintain a quality relationship with the parents of all our pupils. We believe that this has a positive influence on our activities. Parents are welcome to the school at any time and are actively encouraged to leave their children into school each morning. Parent/teacher interviews take place twice a year to discuss the attainment and progress of children. Reports are issued to parents at the end of June. 1

2 Regular parents meetings and curricular workshops are held to involve and inform parents about matters directly related to their children s education. The school also has a parents room where parents may meet at any time for formal or informal activities. The school provides a broadly based, rich and varied curriculum and teachers seek to use both traditional and modern teaching methods to provide an appropriate, relevant and quality educational experience for the children in our care. In addition to the statutory curriculum a number of extra-curricular and extended schools activities are provided including; Art Club, Drama Club, Scripture Union, Football Club, Sports Club, Choir, Spanish Club, Homework Club, Girls Aerobics Club, Debutots and P5 Friday Club. The Newspaper club produces a copy of The Glenwood News each term and the Choir and Drama Clubs combine to stage a major production every two years. Participation in local and national tournaments and competition of an academic, sporting or artistic nature is encouraged. The school has a KS1 learning support class with a further class due to be opened in the near future. 2

3 JOB DESCRIPTION POST: RESPONSIBLE TO: Principal Board of Governors SALARY SCALE: Group 4, Spinal Point L19-60,131 ISR L19 L25 ( 60,131-69,651) The professional duties of a principal shall include: (1) Formulating the overall aims and objectives of the school and policies for their implementation; (2) Participating in the selection and appointment of the teaching and non-teaching staff of the school; (3) (a) Deploying and managing all teaching and non- teaching staff of the school and allocating particular duties to them (including such duties of the principal as may properly be delegated to the vice-principal or other members of the staff), in a manner consistent with their terms and conditions of employment, maintaining a reasonable balance for each employee; (b) Ensuring that the duty of providing cover for absent teachers, as set out in paragraph 3(9) of Schedule 3 of the Teachers Terms and Conditions of Employment Regulations (NI) 1987 is shared equitably among all teachers in the school, taking account of their teaching and other duties; (4) Maintaining relationships, as appropriate, with organisations representing teachers and other persons on the staff of the school; (5) Determining, organising and implementing an appropriate curriculum for the school, having regard to the needs, experience, interests, aptitudes and stage of development of the pupils and the resources available to the school; (6) Keeping under review the work and organisation of the school; (7) Evaluating the standards of teaching and learning in the school, and ensuring that proper standards of professional performance are established and maintained; (8) Providing information about the work and performance of the staff employed at the school where this is relevant to their future employment; (9) (a) Participating in any scheme of staff development and performance review of teachers who teach in the school; 3

4 (b) Ensuring that all staff in the school have access to advice and training appropriate to their needs, in accordance with the policies of the employing authority for the development of staff; (10) Ensuring that the progress of the pupils of the school is monitored and recorded; (11) Determining and ensuring the implementation of a policy for the pastoral care of the pupils; (12) Determining, in accordance with any written statement of general principles provided for him/her by the employing authority and, in the case of a controlled school, the board of governors, measures to be taken with a view to promoting, among the pupils, self-discipline and proper regard for authority, encouraging good behaviour on the part of the pupils, securing that the standard of behaviour of the pupils is acceptable, and otherwise regulating the conduct of the pupils; making such measures generally known within the school, and ensuring that they are implemented; (13) In accordance with the policy of the employing authority having responsibility for good order and discipline on the school premises whenever pupils are present, including the mid-day break; (14) Making arrangements for parents to be given regular information about the school curriculum, the progress of their children and other matters affecting the school, so as to promote common understanding of its aim; (15) Promoting effective relationships with persons and bodies outside the school as may be approved by the employing authority; (16) Advising and assisting the board of Governors in the exercise of their functions, including attending meetings of the board of Governors and making such reports to it in connection with the discharge of his/her functions as it may properly require either on a regular basis or from time to time; (17) Providing for liaison and co-operation with the employing authority; making such reports to the employing authority in connection with the discharge of his/her functions as it may properly require either on a regular basis or from time to time; (18) Maintaining liaison with other schools and institutions of further education with which the school has a relationship; (19) Allocating, controlling and accounting for those financial and material resources of the school which are under the control of the principal; (20) Making arrangements in co-operation with the employing authority, for the security and effective supervision of the school buildings and their contents and of the school grounds; and ensuring (if so required) that any lack of maintenance is 4

5 promptly reported to the board of governors; (21) (a) Participating in any scheme of staff development and performance review of principals; (b) Participating in the identification of areas in which he/she would benefit from further training and undergoing such training; (22) Arranging for a vice-principal or, if the vice-principal is not available, another suitable person to assume responsibility for the discharge of his/her functions as principal at any time when he is absent from the school; (23) Participating, to such extent as may be appropriate having regard to his/her other duties, in the teaching of the pupils at the school, including the provision of cover for absent teachers. (24) Participating, to such an extent as may be appropriate having regard to his/her other duties, in the teaching of pupils as school, including the provision of cover for absent teachers. Without prejudice to his/her duties under (13) and (22), a principal shall be allowed a break of at least 30 minutes between the hours of 12 noon and 2pm. A successful candidate will be able to demonstrate relevant experience, knowledge and skills associated with the following key areas. Shaping the Future Keep abreast of and anticipate educational trends and implement appropriate innovation. Think strategically to build and communicate a shared coherent vision. Create an ethos and provide direction, which promotes a culture of high expectation, successful learning and achievement. Inspire, challenge, motivate and empower others to carry the vision and ethos forward. Model the values and ethos of the school. Leading and Managing Staff Provide high quality leadership to secure improvement. Collaborate and network with others within and beyond the school. Foster a culture of shared/ distributed leadership. Develop, empower and sustain individuals and teams. Support the development of an open, fair, equitable culture and manage conflict effectively. Support and challenge performance in order to raise standards. Work with others to lead professional development for all staff within the context of the school s development plan in order to support effective teaching and learning. 5

6 Leading Learning and Teaching Cultivate enthusiasm for and commitment to a child focused learning process. Lead and manage the development of an effective learning and teaching culture. Lead and manage the self-evaluation process; work with staff and others to analyse a range of data, interpret outcomes and plan for improvement. Ensure effective implementation of the NI Curriculum, share good practice and work with others to challenge and address pupil under-achievement. Developing the School in the Community Lead and manage the development and promotion of a positive image of the school within the local community and beyond. Develop and maintain strong and effective relationships with parents, the local and wider community and have an awareness of the social context impacting on all aspects of an inner-city school. Ensure effective channels of communication are in place between the school and the local and wider community. Listen to, reflect and act on community feedback. Recognise and lead others to ensure that strategic planning takes account of the richness and diversity of the school s communities and community feedback. Work closely with other relevant statutory and voluntary agencies to enhance the education of all pupils. Managing the Organisation Prioritise, plan and organise themselves and others. Think creatively to anticipate and solve problems. Make sound decisions based on a range of informed judgments. Establish and maintain appropriate structures and systems. Lead and manage the development and implementation of the School Development Plan. Delegate tasks and monitor their implementation. Manage resources efficiently and effectively: human, physical and financial. Provide ongoing educational guidance to the governors in relation to the anticipated major refurbishment project, including liaising with the Education Authority and other organisations, as appropriate. Ensuring Accountability Create and develop a culture in which all Governors and staff recognise that they are accountable for the success of the school. Combine the outcomes of regular self-evaluation, ETI inspection evidence and other external evaluations in order to develop the school. 6

7 Lead and manage the process of monitoring and evaluating effectively school outcomes, policies and procedures. Work with the leadership team and others to recognise and disseminate effective practice and challenge and address unacceptable performance. Work closely with and provide effective reports to Governors on the school s progress and development. PERSON SPECIFICATION 1 Experience and Qualifications Essential Applicants must at the closing date: (i) hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland; (ii) have a minimum of seven years teaching experience in a paid capacity in a primary school within the last 12 years; (iii) currently hold or have held within the last five years AND for a minimum of two years; a promoted post of at least two teaching allowances* and/or a post of principal or vice-principal; The above promoted posts may be in an acting capacity. *Excludes special needs allowances awarded solely for teaching pupils with special education needs. (iv) have experience of being a member of a senior leadership team; (v) demonstrate evidence of successfully leading and managing whole school improvement; (vi) demonstrate evidence of strategic planning at whole school level; (vii) demonstrate evidence of building a professional learning community within a school; and (viii) demonstrate evidence of effective organisational management. Desirable It is desirable that applicants at the closing date: (i) (ii) (iii) have experience of financial management within a school; and/or have successfully completed a professional qualification for headship (PQH) or a similar post-graduate qualification in a relevant area (e.g. M.Ed Educational Management); and/or have experience of working with the community, internal departments within education authorities and with external agencies. The board of governors reserves the right to enhance the essential criteria if necessary in order to facilitate a manageable shortlist. Please note only post qualification teaching experience will be considered. 7

8 2 Knowledge The successful candidate must be able to demonstrate extensive knowledge of: The NI Curriculum; Current educational developments and the ability to evaluate and respond to new educational challenges and manage change effectively; Effective classroom pedagogy and how to ensure high standards of teaching, learning and achievement throughout the school; Effective data management; Effective organisational management including the appropriate deployment of resources; Effective financial management. 3 Skills The successful candidate must demonstrate highly developed skills in order to: Lead, motivate, manage, challenge and enthuse others; Create an ethos and articulate a vision for the future of the school; Develop good relationships at all levels and promote a collaborative and team approach among staff, pupils, parents and governors; Lead strategically and develop self and others in order to achieve outcomes; Promote, achieve, monitor and evaluate high standards of teaching, learning and achievement throughout the school; Develop effective partnerships between the school and the local community; Communicate effectively orally and in writing; Organise and prioritise workload effectively. 4 Personal Qualities The successful candidate must demonstrate: Vision; A sound value system; Enthusiasm and motivation; Assertiveness and confidence; A caring child-centred approach; Integrity; Advocacy and empathy; Sensitivity and discretion; An ability to cope under pressure; Interdependency; Tact and diplomacy; Decisiveness; Adaptability. 8

9 On taking up this post the successful applicant must be a registered teacher with the General Teaching Council for Northern Ireland. Posts involving work in educational institutions are subject to the provisions of the Safeguarding Vulnerable Groups (NI) Order The successful applicant will require an enhanced disclosure check which at present costs 33. Further details regarding the payment of this check will be issued with the contract of employment. Further details in relation to legislative requirements can be accessed on or Please note the onus is on candidates to provide sufficient detailed information on their application forms in order to demonstrate how they meet each of the criteria. Failure to do so may result in a candidate not being shortlisted since Selection Panels cannot make assumptions in the absence of essential information. Terms and Conditions of Service The main terms and conditions of employment are those for principals in accordance with the Principals (Terms and Conditions of Employment) Regulations (NI) General Conditions of Service Appointments are subject to: (a) the Contracts of Employment and Redundancy Acts 1975 as amended and in particular the statutory provisions relating to termination of employment and the period of notice; (b) the provisions of the Teachers Superannuation Act (NI) for the time being in force; (c) production of satisfactory evidence of health; (d) probationary period of six months; (e) sickness and maternity benefit regulations as incorporated in the Education Authority s Scheme for Sickness Allowance, details of which are available on request from the Human Resources Department. Canvassing and Referees Canvassing directly or indirectly will entail disqualification. Referees should not include any officer or member of the Education Authority. GENERAL INFORMATION eligibility and shortlisting will be carried out only on the basis of the information contained in the application form; NB: please ensure you show on your application form precisely how you meet each of the essential criteria. 9

10 shortlisted candidates will be invited to visit the school on Wednesday 22 February 2017 at 3.30pm; it is anticipated that interviews will be held on Monday 27 February 2017 with the possibility of a second interview on Friday 10 March 2017; please note no payment in respect of travelling expenses shall be paid to candidates where the post concerned has been advertised on the Education Authority s website and not the national press; the application form and equal opportunities monitoring questionnaire must be returned to the equal opportunities unit, Education Authority, 40 Academy Street, Belfast, BT1 2NQ. The closing date for receipt of applications is 2PM ON TUESDAY 7 FEBRUARY Late applications will not be accepted under any circumstances. NB Notes of guidance are attached. CANVASSING WILL DISQUALIFY 10