Apii Te Uki Ou Akara Ki Mua Learning for Tomorrow - together at Apii Te Uki Ou!

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Clinton O’Neal’
6 years ago
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APII TE UKI OU PRINCIPAL S JOB DESCRIPTION NAME: POSITION: RESPONSIBLE TO: EFFECTIVE: Principal Apii Te Uki Ou Board of Governors PRIMARY OBJECTIVES: To ensure education of the highest quality is

1 APII TE UKI OU PRINCIPAL S JOB DESCRIPTION NAME: POSITION: RESPONSIBLE TO: EFFECTIVE: Principal Apii Te Uki Ou Board of Governors PRIMARY OBJECTIVES: To ensure education of the highest quality is delivered to the children. To ensure learning opportunities are maximised in a safe caring environment. To work with the school staff and Board of Governors to provide professional and administrative leadership, consistent with the aims of the school charter, annual plan and the policies and procedures of the Board of Governors. To provide professional leadership in an environment which provides effective learning, teaching and personal development. DUTIES AND RESPONSIBILITIES: The principal is responsible for the overall management and professional leadership of the school, for the implementation of policies and programmes, direction and supervision of all teaching and non-teaching staff. The principal directs the day-to-day operations of the school, taking direction from the school s charter, annual plan, its policies, and the Board of Governors. The principal is a board member in his own right and at the same time, in the role of the school manager, fulfills a position as a professional advisor to the board. The focus of the principal s work is on the professional standards for principals, (principal s job description), and the principal s performance agreement, for the relevant year (see attached) 1

2 DELEGATED AUTHORITIES BY SCHOOL BOARD: Standing-down of Students Financial expenditure within budget limitation Employment of staff; teachers and support staff Allocation of any salary units Suspension of Staff Managing the staffing provisions & relievers Staff Appraisals Initial investigations relating to a complaint against a staff member Responsive Maintenance Management of Health and Safety requirements PRINCIPAL S CODE OF CONDUCT: In carrying out his duties / responsibilities, the principal will:- 1. Ensure that the needs of children and their learning are paramount. 2. Demonstrate a commitment to the belief that each student is entitled to an education that challenges them to achieve personal standards of excellence. 3. Demonstrate a commitment to the belief that each student is of equal value and is entitled to an education which respects each student s dignity, rights and individuality. 4. Abide by statutory obligations providing they do not undermine the schools primary objectives. 5. Be loyal to the school charter, policies and procedures of the school. 6. Respect the integrity of staff, members of the board of trustees, parents, and students. 7. Demonstrate a commitment to the continuing personal and professional growth and development of staff. 8. Work co-operatively with school staff, but have final responsibility for making decisions within the principal s authority. 9. Freely divulge all information on staff or students to any person or organisation with legal rights to the information being requested providing this does not undermine the schools primary objectives. 10. Respect confidentiality by keeping information on students, families and staff from people who have no right to it. 11. Not vote in Board of Governors decisions relating to the principal s employment. 12. Have an understanding and commitment to the elimination of sexism and racism, both with respect to equal educational opportunities and equal employment opportunities. 13. Exercise responsibility and accountability at all times. 2

3 PRINCIPAL S : 1. AREA OF PRACTICE: CULTURE Provide professional leadership that focuses the school culture on enhancing learning and teaching. In conjunction with the board, develop and implement a school vision and shared goals focused on enhanced engagement and achievement for all students. Promote a culture whereby staff members take on appropriate leadership roles and work collaboratively to improve teaching and learning. Model respect for others in interactions with adults and students using the Apii Te Uki Way set of rules. Promote the multicultural nature of Apii Te Uki Ou by ensuring that it is evident in the school culture. Maintain a safe, learning-focused environment. Promote an inclusive environment in which the diversity and prior experiences of students are acknowledged and respected. Focuses the school on vision and shared goals for student learning, progress and achievement. Promote a culture where staff members take on appropriate leadership roles. Models respect for others in interactions with adults and students using the Apii Te Uki Ou Way. Works to ensure that staff engage collaboratively to improve teaching and learning. Embraces multicultural and inclusive practices. Demonstrate leadership through participating in professional learning. Addresses and appropriately manages in a timely manner challenging situations and problems. Manage conflict and other challenging situations effectively and actively work to achieve solutions. Demonstrate leadership through participating in professional learning. 3

4 2. AREA OF PRACTICE: PEDAGOGY Create a learning environment in which there is an expectation that all students will experience success in learning. Promote, participate in and support ongoing professional learning linked to student progress. Demonstrate leadership through engaging with staff and sharing knowledge about effective teaching and learning in the context of the Cook Island Curriculum and Education Master Plan. Ensure staff members engage in professional learning to establish and sustain effective teacher /learner relationships with our multicultural and multinational students. Ensure that the review and design of school programmes is informed by school-based and other evidence. Maintain a professional learning community within which staff members are provided with feedback and support on their professional teaching practice. Analyse and act upon school-wide evidence on student learning to maximise learning for all students with a particular focus on those who require learning support and students who require extension. Promote, participate in and support ongoing professional learning linked to student progress particularly in the area of current school focus. Construct a school based curriculum aligned to the Cook Island Curriculum ready for full implantation by the end of Shared understandings of effective pedagogy are developed in collaboration with staff. Shared understanding of pedagogy that best suits our range of multicultural and multinational students and raise their achievement. Ensure evidence on student learning and engagement is analysed to show the learning progress of all students including those who require learning support and extension. Support of teachers in developing their individual areas of professional development focus that allows them to meet the needs of their students more effectively. 4

5 3. AREA OF PRACTICE: SYSTEMS Develop and use management systems to support and enhance student learning. Exhibit leadership that results in the effective dayto-day operation of the school. Operate within the Board of Governors policies and in accordance with Cook Island MOE legislative requirements. Provide the board with timely and accurate information and advice on student learning and school operation. Effectively manage and administer finance, property and health and safety systems. Effectively manage personnel with a focus on maximising the effectiveness of all staff members. Use school / external evidence to inform planning for future action, monitor progress and manage change. Effectively fulfils the role of chief executive to the Board of Governors. Demonstrates effective management in administration of finance, property and health and safety systems. Maintain appropriate human resource management practices to improve the effectiveness of all staff. Uses school/external evidence to inform planning for future action, monitoring progress and managing change. Makes decisions on resource allocation on the basis of the school s strategic and annual goals and objectives. Prioritise resource allocation on the basis of the school s annual and strategic objectives. 5

6 4. AREA OF PRACTICE: PARTNERSHIPS AND NETWORKS Strengthen communication and relationships to enhance student learning. Work with the Board of Governors to facilitate strategic decision making. Actively foster relationships with the school s community and local businesses/organisations. Actively foster professional relationships with and between colleagues; with the MOE and agencies and organisations who have expertise in the wider education community. Interact regularly with parents and the school community on student progress and other schoolrelated matters. Actively foster relationships with other schools and participate in appropriate school networks locally and internationally. Work with the board including providing reports and advice on student learning and school operations to support strategic decision making. Actively foster relationships with the school s community and local businesses/organisations. Actively foster professional relationships with others who have expertise in the wider education community locally and internationally. Report regularly to parents and the school community on student progress. Actively fosters and promotes relationships as a professional community with local principal colleagues and international networks. Signed: PRINCIPAL BOARD OF GOVERNORS PRESIDENT Date: 6

Special Educational Needs Policy (including Disability)

Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS