EDUCATION AUTHORITY BELFAST MODEL SCHOOL FOR GIRLS DUNOWEN GARDENS BELFAST BT14 6NQ APPOINTMENT OF PRINCIPAL

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1 TE17/35/01 EDUCATION AUTHORITY BELFAST MODEL SCHOOL FOR GIRLS DUNOWEN GARDENS BELFAST BT14 6NQ APPOINTMENT OF PRINCIPAL Post The board of governors invites applications for the post of principal of Belfast Model School for Girls with effect from 1 September School Information Belfast Model School for Girls is a non-selective secondary school for girls based in North Belfast. We are a large school of over 900 students. The school has a set of core values; staff at the school are aligned to these key values and they influence every decision we take. Our school mission statement of Achievement for All pervades everything we do in this child-centred school. Our vision is to be seen as one of Northern Ireland s best schools, recognised as an inclusive school and renowned for the quality of teaching and learning and pastoral care that develops students to be the best they can be, regardless of start point. The school has a well experienced Board of Governors who are diverse in their skills set and as such blend to provide the school Principal and their SLT with the support and challenge they need to maintain the schools trajectory to our vision. The Board of Governors are well versed in self-evaluation for improvement and undertake regular quality assurance of the school via their own quality assurance framework. The facilities of the school are amongst the best in Northern Ireland our 30 million state of the art building provides an outstanding place to come to work. The legacy of our ICT Specialist School status means that we are rich in ICT resources the school has over 600 computers and every classroom has a projector, the overwhelming majority of which are connected to an interactive whiteboard. We place great importance on the professional learning provision for staff and deliver a range of internal and school-funded external CPD and leadership opportunities for all staff. All CPD is focussed on raising student achievement. We have exceptional links with our school s local community and work in partnership with a number of organisations through our Full Service Extended School programme to enhance the school curriculum and quality of student experience.

2 Students at the school are the jewel in our crown. They work hard and achieve as well as students in any school. Our recent results and ETI report demonstrate the progress our school has made in recent years. For the role of Principal, the Board of Governors seek an ambitious and exceptional school leader who will maintain our progress and strive for even higher levels of attainment. The ethos of our school is such that our staff and our next Principal will: Have a positive and enthusiastic personality; Demonstrate the capacity and capability for hard work; Make a contribution to the wider life of the school through extracurricular provision; Through the process of self-evaluation, lead continuous improvement; Have our students at the centre of everything they do; Further develop positive partnerships with the community; Further develop partnerships with parents and carers to ensure the best outcomes for all students. CURRICULUM Key Stage 3 All pupils follow the Northern Ireland curriculum. Key Stage 4 An increasingly wide range of GCSE subjects is available and all pupils are entered for public examinations. The subjects we offer can be viewed on our school website. Post 16 We have higher than average returning rates to post 16 study. Pupils return to sixth form to study GCE AS/A2 level, BTEC or other vocational courses. At present pupils can choose from a wide range of AS/A level subjects. We also offer level 2/3 CACHE courses in childcare, and a specialised three year A level programme to support those students who need additional support to achieve at level 2. In order to broaden the range of post-16 options, a link operates with the Boys Model School and Our Lady of Mercy College and with other schools in the North Belfast Area Learning Community. The post-16 curriculum is enriched by a programme of COPE and Sports Leadership Development, and a strong Careers and UCAS programme Pupils throughout the school undertake courses in learning for life and work, religious studies and physical education. Extra Curricular Activities The school encourages participation in extra-curricular activities and offers a wide range of sporting activities, choirs and orchestras, drama, dance, computer club and scripture union. There are school buses available 3 days per week for girls who are participating in after school activities. The Girls Model sport programme is in operation and facilitates links with primary schools in the local area. The Duke of Edinburgh Award Scheme operates in school and several girls have received the gold award.

3 Pastoral Care The pastoral care team is led by a member of the SLT and includes form tutors and heads of year. Full Service School We are a full service school which includes pupil attendance, parental links, pupil engagement, student health and well-being and community liaison. A full time counselling provision provides individual and group support for pupils. Our Learning Zone provides appropriate support for literacy and numeracy.

4 POST: RESPONSIBLE TO: Principal Board of Governors SALARY SCALE: Group 6 Spinal Point L27 73,143 ISR L27 L33 ( 73,143-84,730) JOB DESCRIPTION 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;

5 (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 promptly reported to the Board of Governors;

6 (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. 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. 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. Leading Learning and Teaching Cultivate enthusiasm for and commitment to the 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.

7 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 and the local and wider community. 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. 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. 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.

8 PERSON SPECIFICATION 1 Experience and Qualifications Essential Criteria Applicants must at the closing date: (i) (ii) (iii) hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland; have a minimum of 10 years teaching experience* in a paid capacity in postprimary education within the last 15 years; currently hold or have held within the last six years AND for a minimum of three years a post of principal or vice-principal in a post-primary school; (The above promoted posts may be in an acting capacity.) (iv) (v) (vi) (vii) (viii) demonstrate evidence of successfully leading and managing whole school improvement; demonstrate evidence of strategic planning at whole school level; demonstrate evidence of building a professional learning community within a school; demonstrate evidence of effective organisational management; and have experience of financial management within school/s. Desirable Criterion It is desirable that applicants at the closing date have successfully completed a professional qualification for headship or a similar post-graduate qualification in a relevant area (e.g. MEd Educational Management). *Please note only post qualification teaching experience will be considered. 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;

9 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. The Board of Governors reserves the right to enhance the essential criteria if necessary in order to facilitate a manageable shortlist. Applicants must be registered with the General Teaching Council for Northern Ireland (GTCNI) upon taking up employment. Disclosure of Criminal Background If you have applied for a post that involves regulated activity under the Safeguarding Vulnerable Groups (NI) Order 2007, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to

10 meet the cost of an Enhanced Disclosure Certificate, which is currently 33. Details of how to make payment will be sent to you at the pre-employment stage. 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 teachers in accordance with the Teachers (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 Board 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. Please also provide an address on your application form in order for EA to contact you regarding the decision of the panel following shortlisting. shortlisted candidates will be invited to visit the school on Tuesday 26 September 2017 at 4.30pm; it is anticipated that interviews will be held on Tuesday 3 October 2017 with the possibility of a second interview on Tuesday 10 October 2017;

11 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 12 SEPTEMBER Late applications will not be accepted under any circumstances. NB Notes of guidance are attached. CANVASSING WILL DISQUALIFY