Information for Applicants. Appointment of Principal

Transcription

1 STRATHEARN SCHOOL 188 Belmont Road Belfast BT4 2AU Information for Applicants Appointment of Principal April

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3 The post of Principal will become vacant from 01 January 2017 as a result of the retirement of Mr David Manning, who has been Principal since September Strathearn School is a Voluntary Grammar School of which the Board of Governors is the employing authority. It is a Group 6 school, with an associated pay scale for the post of Principal within the range L21 to L35 on the Leadership Group Pay Spine. The Governors will determine the seven point Individual School Range (ISR) within this band and the starting point for the new principal on the successful completion of the appointment. School Information Strathearn School is one of the top girls grammar schools in Northern Ireland. It has a national reputation for academic success and is locally renowned for music, sport and drama. The overall size of the school and small class size allows each individual pupil to develop in a caring and supportive environment. The school completed a 17.5 million new build in December 2014 with modern well-equipped buildings and excellent sporting facilities. It is situated in extensive grounds and enjoys complete seclusion in very attractive surroundings. Pupils are drawn from a wide ranging catchment area including East Belfast and North Down. In addition, the school has a Preparatory Department located close by on Sydenham Avenue. The Principal has overall responsibility for the Secondary and Preparatory Departments, the latter managed on a day-to-day basis by the Head of Department. Secondary Department School enrolment 781 Sixth form enrolment 200 School s admission number 110 (5 classes of 22) Teaching staff FTE 47.0 Non-teaching staff FTE 35.6 Timetable Structure 45 periods per week (35 minutes each) Preparatory Department Enrolment 141 Teaching staff FTE 8.1 Non-teaching staff FTE 2.1 Page 1

4 The Chairman of the Board of Governors is Mrs Patricia Stewart. The full Board meets six times each year and consists of 18 members plus the Principal; the Principal is a non-voting member of the Board. The Vice Principals attend alternate Board meetings. The Principal leads the Senior Management Team (SMT) which meets on a weekly basis to consider matters of policy and organisation. While the team has corporate responsibility for the management of the school, the individual members currently assume responsibility for the following designated areas of management: School Information Mrs Karen Quinn Vice Principal (Teaching & Learning) Mrs Lynn Myers Vice Principal (Pastoral) Mr Mark Stevenson Associate Senior Teacher (Teaching & Learning) Ms Joanne Ferris Associate Senior Teacher (Pastoral) Mrs Ann Flannigan Finance Manager / Secretary to Board of Governors The Associate Senior Teachers are appointed biennially. In addition there is a weekly meeting of the Senior Administrative Team which oversees the daily routine of the School and is chaired by the Vice Principal (Teaching & Learning). This Team includes the Principal, Vice Principals, the Finance Manager, the School Services Coordinator (Mrs Caroline Norris) and the School Facilities Manager (Mrs Lynne Foster). Heads of Department and Teachers in Charge of Subjects meet together throughout the Year under the leadership of Mrs Quinn to advise the SMT on curriculum matters. Mrs Myers leads the Pastoral team which meets on a weekly basis and consists of the Heads of Year 8, 9, 10, Key Stage 4 and Sixth Form. The school health nurse and SENCO are also key members of this team. Strathearn School is a voluntary grammar school for girls, managed by its Board of Governors in accordance with the scheme of management drawn up by the Governors and approved by the Department of Education. The School is a registered charity and a company limited by guarantee. Strathearn receives a budget from the Department of Education which in the financial year amounted to 3.5 million. In addition, parents of pupils enrolled in the Secondary Department contribute a capital fee of 140 per pupil, and may, on request, make a voluntary contribution of 150 per year per pupil. This additional income allows the school to fund a proportion of the capital projects and to maintain small classes and a high level of service to the pupils. The Preparatory Department has separate tuition fees. Page 2

5 Strathearn aims to be a secure, stimulating and purposeful learning community where each member is valued and encouraged to develop confidence, self-esteem and a commitment to learning. School Information We seek to: establish a climate, based on mutual respect and consideration, where the needs of each learner are recognised and where all members of the community feel a strong sense of belonging; value commitment, endeavour and excellence in all areas of school life; provide a stimulating learning environment where each pupil has equal opportunities to develop her individual talents and abilities through the provision of a range of appropriate curricular and extra-curricular activities; encourage pupils to share responsibility for their learning and behaviour and to develop the initiative and self-reliance which will enable them to adapt knowledge to new situations; provide opportunities which allow pupils to develop interpersonal and communication skills and to work together towards recognised goals; provide opportunities for all pupils to experience responsibility at various levels within school; develop a meaningful partnership between home and school and to encourage an interest in and concern for the wider community. Strathearn is a selective school and pupils are admitted to the school based on their performance in the AQE entrance examination. There is no streaming in the school and pupils in Year 8 are placed in one of five classes with 22 pupils in each class. The small class size is a significant factor in the personal nature of the school and makes it a very attractive place to work and learn. At GCSE, pupils are offered 9 or 9½ GCSEs and the majority go on to study 4 AS subjects and 3 A-level subjects. Over 90% of pupils progress to Higher or Further Education. Strathearn is keen to continue to offer subjects in collaboration with other schools in the East Belfast Area Learning Community. Strathearn is rightly proud of the achievements of its pupils and the care and opportunities they experience. There is a strong emphasis on sport, music and drama and the School offers a very wide range of extra-curricular activities. This balance between enriching experiences in and outside of the classroom develops a range of skills and personal qualities. The School has just completed a Kirkland Rowell Survey in preparation for a new School Development plan. The views of pupils, parents, teachers and support staff were all highly affirmative, indicating very strong support for the work and life of the school. Strathearn consistently appears in the top 100 UK State Secondary Schools as compiled by The Sunday Times, and was named therein as NI State Secondary School of the Year in The school was last inspected by the ETI in September Further information is available on the School Website and in the Prospectus. Page 3

6 Selection and Appointment Procedure The Board of Governors wishes to appoint to this crucial position someone who has the knowledge, skills, understanding and experience to enhance and develop further the school in terms of its educational provision, and to maintain its current eminent standards and record for excellence. A detailed Job Description, Person Specification, and Terms and Conditions of the post are given below. Information for Applicants The procedure for the selection of the new Principal for Strathearn School will be overseen by a sub-committee of the Board of Governors led by the Chairman of the Board. It is envisaged that all fully completed and legitimate applications received by the closing date will be assessed on the basis of the information supplied relating to the criteria of qualifications and experience, as detailed in the accompanying Person Specification. The sub-committee will then draw up a short list of applicants to be interviewed, and all short-listed applicants will at that time be offered an opportunity to visit the school and meet the current Principal. There will be two rounds of interviews with applicants judged as to their suitability for the post based on the criteria of knowledge and skills and personal qualities as detailed in the accompanying Person Specification. Successful first round interviewees will be invited to proceed to the second round of interviews. Please note that the sub-committee (appointments panel) will have the authority to enhance the criteria, if necessary, to achieve a manageable short list. Canvassing of any kind will disqualify. Those interested in being considered for this post are therefore asked to take note of the following key dates in the selection and appointment process: Tuesday 19 April 2016 Monday 16 May 2016 (by 4pm) Monday 23 to Friday 27 May 2016 Week commencing Monday 6 June Week commencing Monday 13 June Wednesday 22 June 2016 Publication of the advertisement for the post Closing date for receipt of applications Visits to school of short-listed applicants Interviews for short-listed candidates for the post Second round of interviews for selected candidates Report of outcome of the selection procedure to the Board of Governors Application should be made in writing using the application form provided; no continuation sheets to be used and no additional material or curricula vitae will be considered. Each candidate is responsible for ensuring that the information given is complete and accurate, and should be aware that any of the criteria may be enhanced to produce a manageable shortlist. Completed application forms should reach the Secretary of the Board of Governors, Mrs Ann Flannigan, no later than 4pm on Monday 16 May. Page 4

7 The Core Purpose of the Principal Information for Applicants The core purpose of the Principal is to provide professional leadership and management for the school. This will promote a secure foundation from which to achieve high standards in all areas of the school s work. To gain this success, a principal must establish high quality education by effectively managing teaching and learning and using personalised learning to realise the potential of all pupils. Principals must establish a culture that promotes excellence, equality and high expectations of all pupils. The Principal is the leading professional in the school. Accountable to the Board of Governors, the Principal provides vision, leadership and direction for the school and ensures that it is managed and organised to meet its aims and targets. The Principal, working with others, is responsible for evaluating the school s performance to identify the priorities for continuous improvement and raising standards; ensuring equality of opportunity for all; developing policies and practices; ensuring that resources are efficiently and effectively used to achieve the school s aims and objectives and for the day-to-day management, organisation and administration of the school. The Principal, working with and through others, secures the commitment of the wider community to the school by developing and maintaining effective partnerships with, for example, schools, other services and the wider educational support services. Through such partnerships and other activities, principals play a key role with others to raise standards locally. Drawing on the support provided by members of the school community, the Principal is responsible for creating a productive learning environment which is engaging and fulfilling for all pupils. Page 5

8 Job Description Job Description The roles and responsibilities of the School Principal are complex, wide-ranging and fundamental to the efficient and effective running of the school. It is not intended here to itemise every one of the many tasks and enterprises that the Principal is expected to discharge but rather to provide an outline framework within which the Principal will be expected to carry out his or her various functions. Centrally, the Principal is expected to provide overarching leadership and appropriate management for the proper functioning of the school and to act as the lead professional of the institution. In conjunction with and under the direction of the Board of Governors, the Principal is responsible for enacting the Scheme of Management (a copy of which is available upon request), developing and putting into practice all the agreed policies and procedures and ensuring the successful achievement of the school s stated aims and objectives. The following outline of the various key areas of responsibility are drawn from the document National Standards for Headteachers Northern Ireland Edition which is published by the Department of Education and is available to download from the RTU website The importance of this summary is to draw attention to the knowledge, skills and personal capabilities that have been identified as being important for the school Principal who will be appointed to the post at Strathearn school. 1 Shaping the Future The Principal is charged to work with the Board of Governors, school staff, pupils, parents and the wider community to create a shared vision for the school. Practically this will mean the continued evolution of the School Development Plan and the various processes that link into an effective school development process. This requires strategic thinking, the ability to turn ideas into meaningful action and includes the ability to articulate the vision and motivate others to be creatively involved. 2 Leading Learning and Teaching The Principal has a central responsibility for raising the quality of learning and teaching and for pupils achievement. Knowledge of strategies for raising improvement is required as well as the ability to harness new and emerging technologies to support teaching and learning. This requires the use of school evaluation processes as well as putting learning at the centre of strategic planning and resource management. Curriculum design, implementation and management is a part of this, as is the ability to challenge underperformance at all levels. The Principal will ensure that a proper balance is maintained between curricular activities and a broad and extensive range of extra-curricular and enrichment opportunities. The well-being and personal development of the pupils is a central responsibility within the context of the provision of a well-rounded educational experience for all. Page 6

9 3 Developing Self and Working with Others The Principal works through others to achieve the shared aims of the school and therefore effective relationships and good communication are at the heart of the process. Managing performance and effective continuing professional development of self and others will enable the school to reach high standards. The Principal will have a central role in the recruitment and selection of staff at all levels, as well as the successful functioning of induction and support programmes including those policies related to discipline and satisfactory performance. Longer term challenges include effective team building, planning and the allocation and evaluation of work with clear delegation of tasks and devolution of responsibilities. The ability to set priorities and manage his or her own workload is important, as is enabling others to enjoy an appropriate work/life balance. Job Description 4 Managing the Organisation The Principal provides effective organisation and management of the school and seeks ways to improve organisational structures and functions. Rigorous self-evaluation procedures will allow the institution to function within an efficient, effective and safe learning environment. Formal mechanisms such as PRSD, school policies related to e.g. Health and Safety, pupil welfare, child protection pastoral care and discipline, admissions, suspensions and expulsions will be utilised to maximise the successful running of the school. The Principal has overall responsibility for financial matters and will manage the school budget and the efficient and effective deployment of resources to maximise the achievements of the school. However, equally important is the ability to create and maintain an organisational structure and culture which reflects the school s values and to which all stake-holders subscribe. 5 Securing Accountability The Principal is legally and contractually accountable to the Board of Governors for the school, its environment and all its work. Knowledge of statutory educational frameworks, governance and lines of accountability is important. Understanding the role of quality assurance systems, including school review, the role of ETI, selfevaluation and the management of performance is necessary. Data collection and the analysis of strengths and weaknesses of the school within a rigorous self-evaluation process allow the Principal to communicate a coherent account of the school s progress and achievement to a range of audiences. 6 Strengthening Community The Principal understands that the school exists within a distinctive social context which has a direct impact on what happens inside the school. Engagement with the wider school community, engagement with a range of community-based learning experiences, collaboration with other agencies and promoting effective partnerships with parents and carers enables enhanced learning, achievement and personal development for the pupils of the school. The Principal is expected to demonstrate effective collaboration with other schools and outside agencies, to share good practice and to set the tone for a school which seeks to learn and be positively engaged outside its own borders. Page 7

10 Person Specification 1 Qualifications - Essential 1.1 A teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland (e.g. PGCE or equivalent) 1.2 Registration with the GTCNI and possession of a Department of Education Teacher s Reference Number by 1 January An honours degree from a recognised institution of Higher Education at 2.2 level or above. Person Specification Qualifications Additional In the assessment of initial applicants, preference may be given to those who hold additional, relevant qualifications such as: A higher class of first degree PQHNI or equivalent Higher Diploma, Masters or Doctorate mainly or solely concerned with educational management and/or leadership Other appropriate qualifications 2 Experience Essential 2.1 A minimum of 10 years experience in a paid capacity as a teacher in the postprimary sector, in a school or college with a sixth form, within the last 15 years by 1 September A minimum of 3 years management experience in the post primary sector within the last 6 years in receipt of Teaching Allowance 3 or above by 1 September (This may be in an acting capacity but excludes special needs allowances awarded solely for teaching pupils with Special Educational Needs). Experience Additional Preference may be given to those who demonstrate enhanced levels of relevant experience such as: More than 3 years management experience Receipt of a Teaching Allowance or Teaching Allowances above 3 for all or part of the time Holding or having held a post as Head of Department/Head of Year or equivalent Holding or having held a post as a Senior Teacher Holding or having held a post as Vice Principal/Deputy Head Holding or having held a post as Principal/Headteacher Other appropriate experience. Page 8

11 Person Specification 3 Knowledge and Skills 3.1 Shaping the Future: the ability to work constructively with the Board of Governors, staff, pupils, parents and the wider community to create a shared vision for the School; knowledge of School Development Planning; the ability to lead strategic planning for the School; the capacity to motivate others; to be creative; to articulate the vision. 3.2 Leading Learning and Teaching: the ability to raise the quality of learning and teaching; knowledge of strategies for raising standards; awareness of new and emerging educational technologies; knowledge of school evaluation procedures; capacity to oversee strategic planning processes; ability to challenge underperformance; understanding of curricular design and implementation; awareness of the importance of extra-curricular and enrichment activities; appreciation of the importance of a balanced educational provision to promote well-being and personal development. 3.3 Developing Self and Working with Others: ability to develop and foster good relationships; ability to communicate effectively; awareness of performance management strategies and commitment to continuing professional development; ability to manage discipline and satisfactory performance procedures; ability to oversee proper selection and recruitment procedures; ability to create, lead and support effective teams; understand the need for continuous professional development; ability to oversee the work of others; capacity to prioritise and manage workload for self and others. 3.4 Managing the Organisation: ability to oversee and develop organisational structures and functions; use of self-evaluation procedures; knowledge of PRSD; knowledge of financial management and ability to manage the School s budget and the efficient and effective deployment of resources; capacity for decisionmaking and delegation; commitment to maintaining a fair and responsive organisational culture; ability to develop, utilise and apply policies appropriately and with sensitivity e.g. Health and Safety, Child Protection, pastoral care, pupil and staff welfare, discipline and suspension and expulsion procedures; ability to engender respect. 3.5 Securing Accountability: knowledge of statutory frameworks for education; knowledge of roles and responsibilities; understanding lines of accountability; awareness of quality assurance systems; ability to manage performance at all levels; ability to collect and analyse appropriate data; knowledge of the roles of e.g. the Department of Education, the Education and Training Inspectorate and the Education Authority; ability to oversee self-evaluation and school review processes; ability to analyse data to identify strengths and weaknesses; capacity to communicate a coherent account of the school s progress and achievements. 3.6 Strengthening Community: understanding of the School s social context; capacity to engage with the wider school community; ability to promote effective partnerships with parents and carers; knowledge of the wider educational landscape; ability to collaborate and work effectively with other educational establishments and outside agencies. Page 9

12 4 Personal qualities: 4.1 Personal and educational vision; 4.2 Personal enthusiasm, energy and determination; 4.3 Caring, child-centred approach; 4.4 Assertiveness and self-confidence; 4.5 Integrity, sense of fairness and personal honesty; 4.6 Sensitivity, discretion, tact and adaptability; 4.7 Ability to cope under pressure and manage workload; 4.8 Judgement and ability to make appropriate decisions; 4.9 Openness, ability to delegate and utilise appropriate support structures; 4.10 Ability to communicate effectively. Person Specification Page 10

13 The terms and conditions of employment of all principals shall include the terms and conditions set out in Schedule 1 of the 1987 Education Regulations, the Amendment Regulations of 1988, No. 299 and the amendment from DE Circular 1994/33. Terms and Conditions of Employment of Principals (taken from the above regulations) General Functions 1. The principal shall be required to carry out the duties of the post in accordance with the school s policy and objectives as determined by the Board of Governors and shall obey the reasonable directions of the Board of Governors. Terms and Conditions 2. Subject to paragraph 1 the principal shall control the internal organisation, management and discipline of the school. 3. In carrying out the duties of the post, the principal shall consult, where this is appropriate, with the staff of the school and the Board of Governors. Professional Duties 4. The professional duties of the 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 nonteaching 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 the Teachers (Terms and Conditions of Employment) Regulations, 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) subject to the provisions of paragraph 1 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; Page 11

14 Terms and Conditions (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 the approved performance review and staff development of teachers scheme; (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 by the employing authority and 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 aims; (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, or committees thereof, acting as Secretary and making such reports to it 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 the principal s 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 employing authority or, as the case may be, the Board of Governors; Page 12

15 Terms and Conditions (21) participating not only in the approved performance review and staff development of teachers scheme but also in the identification of areas in which benefit would derive from further training and undergoing such training; (22) arranging for the vice-principal or, if the vice-principal is not available, another suitable person to assume responsibility for the discharge of the functions of principal at any time when the principal is absent from the school; (23) participating, to such extent as may be appropriate having regard to any other duties, in the teaching of the pupils at the school, including the provision of cover for absent teachers; (24) promoting the development of extra-curricular activities within the school; (25) delegating duties to the vice-principal; (26) ensuring that teachers receive information they need to carry out their duties effectively; (27) ensuring that newly qualified teachers and returners have adequate support. 5. The professional duties of a principal prescribed in Schedule 1 of the Teachers' (Terms and Conditions of Employment) Regulations (Northern Ireland) 1987 shall include: Management of Staff: considering how far the duties of the principal may be delegated to any viceprincipal; ensuring that teachers at the school receive information they need in order to carry out their professional duties effectively. Training and Development of Staff: ensuring that newly-qualified teachers and those returning to teaching after a break in service have access to adequate support in their first years of service or resumed service taking account of the general arrangements for all schools as provided by the Education Authority. Page 13

16 Child Protection Strathearn treats with the utmost seriousness its responsibility to protect its pupils by preventing unsuitable people from working with them in paid or voluntary positions. Posts involving work with children and young people in educational institutions are subject to the provisions of the Safeguarding Vulnerable Groups (NI) Order The process whereby applicants are vetted for employment is set out by AccessNI as an Enhanced Disclosure; see Hence, applicants should be aware that any offer of employment will only be confirmed when the Governors have: Information for Applicants received two written satisfactory references, one of which must be from the most recent employer; verified proof of identity as specified by AccessNI; received an Enhanced Disclosure Certificate from AccessNI confirming the eligibility of the applicant to work in the School; viewed originals of qualifications recorded on the application form. With effect from 1 April 2011 the Department of Education ceased to fund pre-employment checks carried out by AccessNI. As a result, any applicant offered paid employment in a regulated activity will be required to pay 33 for the enhanced disclosure certificate (EDC). AccessNI regulations do not allow for individuals to apply directly to AccessNI for an EDC therefore the application will be made through Strathearn School. Process Applicants called for interview will be required to bring with them photographic proof of identity. When an offer of employment is made, the preferred applicant will be required to: complete Parts B and C of a Disclosure Certificate Application Form provided by the School; return the Disclosure Certificate Application Form to the School and produce for the Principal valid identification documents as specified in the Application; enclose a cheque for 33 made payable to Strathearn School; complete a medical examination and let the Governors view originals of qualifications recorded on the Employment application form. The appointment will only be confirmed after all pre-employment checks have been completed satisfactorily. Page 14