Organisation: The Beach School
Job Title: Assistant Principal
Location: NSW
- 1. Successful teaching experience with capacity to initiate improvement in teaching, learning and
classroom practice
I have demonstrated ability to teach students at both Secondary and Primary school levels within both
mainstream and Special Education sectors with a variety of different learning and support needs. My role
working as both an Assistant Principal, Teacher and Acting Principal for The Beach School has provided me
with a wealth of invaluable knowledge and experience that has allowed me to significantly contribute
towards improving teaching, learning and classroom practice. I am an experienced Teacher with 17 years of
teaching experience in Special Education, who values diversity and is driven by my passion to provide
students with a truly enriching learning experience which is supported by research and understanding
student learning needs.
In my current role I lead and manage all students with various disabilities and behavioural concerns. I have
strong interpersonal skills and am confident in my ability to liaise with a variety of stakeholders, including
Classroom Teachers, parents, Psychologists, Speech Pathologists and Counsellors, to provide effective and
consistent support and strategies for individual students. I also provide whole school professional
development for staff on a regular basis. This year I organised for Teachers to attend a professional
development (PD) with Clive Leach, which was an important development session for Teachers and assisted
in developing their knowledge to meet syllabus requirements.
I have been able to demonstrate my ability to initiate improvement in teaching, learning and classroom
practice through the following:
Effective coordination of IEP’s (Individual Education programs) and ITP’s (Individual Transition
programs) with Teachers, students and support staff to meet student needs. This has enabled the
students to have access to the most appropriate vocational or transition options, as well as
accomplishing curriculum outcomes.
Successful planning implementing, modelling, monitoring and evaluating teaching programs for
students with additional learning and support needs in conjunction with support staff and parents.
Taught and supported Teachers with students with additional learning and support needs through a
range of strategies (such as direct instruction, delivery of adjusted learning programs, assessment and
monitoring of progress), including the areas of social integration, language and communication,
literacy, numeracy and behaviour.
Facilitated the transition of students into post school vocational options, apprenticeships, school based
apprenticeships and TAFE, and collaborated with key stakeholders to achieve the most appropriate
vocational and curriculum outcomes for all students.
Responsible for coordination of the “Brick and Block” work skills training program, where students
were exposed to practical vocational occupations, gaining valuable credentials and certificates to
secure employment after completing school. In this program students were involved in completing
tangible projects, such as building a pizza oven, garden bed, retaining wall, handball court, water
feature and various other projects, which allowed students to perform to the best of their ability, and
where each student was aware of consequences, choices and behaviour.
Promoting strong classroom management practices with the use of individual behaviour plans and
individual management plans.
Assisting with project based leaning by undertaking projects such as “RUMAD” making a difference
project. Also, other activities included jam making in the Castle Hill show and “Is it Art” graffiti project, - where I provided research and coordinated expert Graffiti Artists as guest speakers, and students then
produced some wall art on a wall at the School.
Scaffolding learning – whereby knowledge, skills and understanding is gained by students through
projects, such as map reading for the Duke of Edinburgh project
One-on-one support for students through offering a variety of excursions and hands-on learning
experiences, learning mentoring and the peer tutoring program whereby students went to the local
primary school and taught gross motor skills.
2. Knowledge of curriculum, assessment and student welfare with the ability to lead and design
quality, inclusive teaching and learning programs
As a competent and supportive leader I have developed a concrete understanding of relevant curriculum,
assessment and student welfare requirements to support The Beach School in achieving their goals in line
with their Strategic Plan.
I have a strong understanding of the requirements for implementation of the Australian Curriculum
(ACARA) under F-10 curriculum, Senior Secondary curriculum and Student Diversity. My focus recently has
been on assisting with the transition of The Beach School to ACARA, which will be achieved in 2014.
I also have a strong understanding of the NSW Professional Standards and the NSW Quality Teaching Model
(QT) which aim to support and promote strong teaching and learning practice amongst Teachers. I pride
myself on teaching to a high quality level, and aim to continuously improve my pedagogy through
professional development.
I also have strong understanding of NAPLAN requirements for assessment and testing, and ensure that
Teachers are testing students regularly and in line with the requirements. In addition I have a thorough
understanding of the Disability Act, and adjustments and assessments required under the Act.
In my role I used the following to assess, lead and design quality, inclusive teaching and learning programs:
Differentiated instruction and assessment – Providing students with choice how they will demonstrate
understanding (verbal response/written/PowerPoint).
In my role I have used MULTILIT (Heather Harvey) to increase student literacy levels.
Organising workshops for students – "Reach", anti-racism and "Burn", a Legal Aid run workshop on
youth and the law.
Organising and coordinating students to participate in a drug and alcohol course run by Manly Drug
and Counselling Centre.
Collaboration with various agencies to improve student learning outcomes (Northern Beaches Business
Employment Network, Burdekin, Taldamunde, Youthreach, Queenscliff Health, Juvenile Justice
Department, Family and Community Services).
Facilitated a scholarship for a fitness qualification for exiting students.
Successful completion of work experience placements for all students, including paid work
opportunities arising from these placements.
Organisation of students sitting the Literacy and Numeracy test for Early Leavers.
Organised the sporting programs throughout the year, where I was responsible for liaison with various
sporting venues and managers, co-ordinating timetables, costs, equipment and transport. The surf
lifesaving program is an integral part of the program; adjustments were put in place for the ability
levels of the students. Students had the opportunity to gain their CRP and surf life saving certificate. - Developed the volunteer program/complementing the voluntary and skill component of the Duke of
Edinburgh awards. Students used their cooking skill component to produce meals for the homeless.
Produce was sourced from the school garden and prepared and served to 40 homeless people. The
success of the program is evident in staff/student relationship, the feedback from the clients and the
empathy displayed by the students.
Provided vocational opportunities and facilitated school based apprenticeships. Organised meetings
for school based apprentices with the Australian Apprentice Board, parents/carers, TAFE, DEC SBA,
consultants, employers, students and other significant stakeholders who may be involved. This is an
ongoing process and continual feedback, communication and reporting is essential to sustain the SBA.
Implemented a vocational culture in the form of work experience, TAFE or post school options.
Outside providers have been sourced to provide for the students’ authentic learning, and to give them
experiences and assist them to gain qualifications in areas of interest.
Promoting and encouraging independence through “Real life shopping” and life skills/getting to and
from home, making coffee for meetings at school – Peninsular Youth Services meetings.
Assisting and performing regular Teacher led observations documented in classroom journals.
3. Educational leadership skills to build the capacity and manage the performance of individuals
and teams
I pride myself on being an educational leader, and focus on providing best practice teaching and learning in
every role I adopt. Educational leadership requires monitoring of school improvement and development of
pedagogy that will improve student outcomes and promote reflection and inquiry amongst staff and
students.
My focus in my current role as Assistant Principal has been to develop and equip staff within The Beach
School with the necessary skills and abilities to offer students the highest quality education available.
In my current role I have managed the performance of individuals and teams through the following:
Organising professional development for the whole school with Clive Leach, which was an important
development session for Teachers and assisted in developing their curriculum and teaching
knowledge.
Planning and organising regular information sessions for parents and the community.
Coordinator and team manager for the "Brick and Block" work skills training program.
Acting Principal and Assistant Principal for The Beach School, where I have had the opportunity to
manage staff on a regular basis.
Supervised report writing process on a regular basis.
Co-supervisor for ensuing staff are accredited by putting staff through the Institute of Teachers
accreditation.
Casual management – allocation of casual staff members to replace absences on a regular basis.
Sitting on placement panels and interview panels.
Regular attendance on Deputy Principal Meetings, where the outcomes often result in coordination
and follow up with other teaching staff to ensure outcomes are achieved.
Regularly attending review meetings which aim to review programs and improve individual teaching
performance.
Mentored and supervised Student and Practicum Teachers, and provided support, guidance and
information to help them gain skills and an understanding of special education settings.
Mentored staff through the implementation of the "Every School Every Student" project, while - managing the project and providing regular updates on project progress and milestones to SPC and
PAA network meetings.
Provided support for early, new and current Teachers in behaviour management, assessment,
reporting and classroom management. This has provided knowledge, skills, practical and moral
support, and helped foster a positive workforce.
Facilitated debriefing meetings in collaboration with executive team to assist students and Teachers
when difficult situations arose.
Working with staff and students on promotion and use of the “Daily credits – Behaviour Management
Plan” to assist in improving behaviour within the School.
4. Well developed communication and interpersonal skills with the capacity to build relationships
and engage students, staff and parents
In my current role I lead and manage all students with disabilities and students with behavioural concerns. I
ensure there are effective communications with Classroom Teachers, parents, the school Psychologist,
Speech Pathologists and school Counsellor to provide effective and consistent support and strategies for
individual students. I also provide whole school professional development for staff to ensure consistency.
Throughout my career I have demonstrated a high level of interpersonal skills appropriate to working with
students, parents and colleagues. I have implemented a range of programs which respond to student
diversity, and that are engaging and value the professional relationships formed within the school
community. I believe each student has individual skills and abilities, and it is our responsibility to identify
and provide opportunities to highlight their talents.
I firmly believe in forging a strong professional relationship with my colleagues and the school community. I
have been able to build relationships with many of my students and their parents/carers, and have enjoyed
seeing them progress on to securing employment opportunities which match their skills and abilities.
I am approachable, and I enjoy interacting with people and engaging in professional discussion. I am a
strong advocate for all students. My highly developed interpersonal skills enable me to develop sound
relationships, and I have a passion for developing capacity; individually and collectively. I am approachable,
caring, and considerate of others and possess a sense of humour.
5. Ability to plan and manage resources effectively and equitably to support teaching and learning
As an Assistant Principal/Teacher of The Beach School, I have developed a sound understanding of the
financial responsibilities and internal controls. Subsequently, I have planned and implemented many
projects that have required exemplary financial and organisational skills.
I have worked closely with the Business Manager in managing our Student Resource Package, as well as a
multitude of other financial matters encountered on a daily basis. Additionally, I am a Finance Committee
member for School Council.
My commitment to the implementation of the school vision and continued pursuit of excellence for all
students is demonstrated by:
An ability to think analytically, examine problems and predict the potential implications of a course of
action.
Implementing whole school curriculum and assessment documentation.
Workforce planning; advertising and organising interview process according to DEECD ‘Merit and
Equity’.
Supporting staff through mentoring and appraisal through performance reviews.
Commitment and capacity to actively lead contribute and implement a broad range of school
programs that add value to student learning.
Supporting the attainment of school goals and key improvement strategies, as outlined in the school’s
Strategic Plan and AIP.
Leading and managing Occupational Health and Safety in the school, ensuring that we meet all safety
requirements and attending to issues immediately.
Managing budgets to ensure that funds are effectively allocated and utilised.
Contributed to the annual school report through data and research.
Management of the expulsion and exclusion school policies, and students impacted by the policies.
Assisted with the financial report and annual school report.
Committee member for the budget committee.
In charge of PDH/PE.
Managed and applied for grants – "School to Work" – vocational education, "Premier Sporting
Challenge" – sport.
6. Knowledge of and commitment to the Department's Aboriginal education policies
As one of The Beach School’s strategic focuses is on Aboriginal/indigenous education, a core focus of mine
in my current role is increasing student awareness through education focusing on indigenous education by
providing students, where possible, with opportunities to develop deeper understanding of culture and
history. Each year The Beach School celebrates NAIDOC week, where I am responsible for coordinating
events, guest speakers and various activities for the school in conjunction with other staff.
I have an understanding of the Aboriginal Education Policy and Aboriginal Education and Training Strategy
(2006-2008), along with the Aboriginal Human Resource Development Plan 2009-2011. Currently there are
no students within the school whom have identified themselves as indigenous/Aboriginal or of Torres Strait
Island ethnicity. The Beach School currently has one Indigenous staff member who is an invaluable resource
to the school and the community.
The Beach School values fairness and equity in education for all students, and encourages safety, respect
and fairness for all students.
7. Specific Selection Criteria
In addition to the general selection criteria, approval to teach special education and/or experience
teaching students with behavioural disabilities and/or emotional disturbance. Capacity to integrate
technology in effective classroom practice. Capacity to implement effective distance education programs.
I have gained, throughout my employment and pre-employment, the relevant teaching qualifications to
teach in Special Education, and have taught students with various needs and disabilities over 17 years. I
also ensure that I maintain my professional development, and keep my professional knowledge and
practice up to date.
Technology is an important aspect of Education, and it is our job as educators to prepare our students to
succeed in the world, as it is and will be, the best we can. In a world evolving largely due to technology, it
makes sense to embrace technology in education.
I was integral to the development and implementation of a website “It’s up to you” in collaboration with
other SSPS to engage and provide students with an opportunity to use self-paced learning in a non-
threating, non-judgemental forum. The successful completion of each unit created a positive environment
for student learning, and gave students a deeper understanding and retention of the concepts of the unit,
enhancing their technology skills and encouraging them to be 21st century learners.
I keep abreast of changes in technology and ensure that my knowledge of technology is up to date. The
introduction of interactive whiteboards, iPads, go pros and cameras has significantly increased engagement
amongst students, and produced quality teaching and learning.
I have integrated the use of technology into the school by the following:
Assisted with the recent implementation of "Mathletics", which has made numeracy more meaningful
to the students.
Implemented and introduced the Duke of Edinburgh Award scheme, where students used iPads, go
pros and cameras to meet the competencies of the award, which engaged and prepared students for
the demands and changes in technology in the 21 st century. Students photographed and documented
their experiences/findings while they were completing the various components of the award, i.e.
camping, volunteering, skill building or sport. Students were gaining skills and confidence in using
technology, and during presentation day students showcased their work to peers, parents/carers,
Teachers and guests. Students received an internationally recognised award, a sense of achievement,
and gained pride and confidence in their work and ability.
