Principal Level 4

Organisation: Department of Education

Job Title: Principal Level 4

Word Limit: 350-500 words per criterion

Location: Doonside High School, New South Wales

SPECIFIC SELECTION CRITERIA
Highly Visible Leadership with the ability to build capacity, ownership and a cohesive school
culture with all stakeholders
A school’s central purpose is the education of the whole child into well-rounded young adults with
the skills and resilience necessary for modern society. As Relieving Principal and Deputy Principal, I
have demonstrated strong educational leadership and effective change management skills that
have provided stability for parents, students and teachers during a period of significant change
caused by staff turnover and developments in e-learning. I have improved systems, created and
enhanced teams, and fostered the sense of progress and cultural change. My relentless focus on
improving student performance, my collaborative and inclusive approach, and my passion for
education has earned the trust of the school community.
During my tenure at Colo High School I have on numerous occasions received the support and
endorsement of the school Principal, to not only relieve as Principal for extended periods of time
when required, but in all matters relating to the management of a complex comprehensive high
school of over 1,000 students and 100 staff. With the recommendations of the Principals of Colo
High School and Richmond High School, I was selected by the School Education Director,
Hawkesbury, to relieve as Principal at Richmond High School for eight weeks. I received positive
feedback on my leadership from all sections of the Richmond High School community. This also
demonstrates my ability to apply my leadership skills to a different school setting and context.
When connecting learning within the Hawkesbury cluster, affecting local high schools working
together and with partner primary schools, I led the connected classrooms project involving four
high schools, examining ways that technology can be utilised to assist in creating wider curriculum
offerings to senior students. My successful efforts led to five senior subjects being offered across
the cluster in 2011 with alternate modes of delivery resulting in students having more choices
available to them. Additionally, I led the Colo Learning Community to collaboratively develop
transition initiatives with seven partner primary schools to increase awareness and understanding
of middle schooling, including a maths project involving teachers from all schools explicitly
teaching agreed content for all students in Stages 3 and 4. This has been highly successful and
effective.
In my roles as Relieving Principal and Deputy Principal, I have been responsible for improving
academic results. I have led the analysis of performance data; and aligned teaching and
assessment with strategic planning, the development of school management plans and the Annual
School Report (ASR). Collaboratively, I have also developed school targets and priorities, based on
evaluations and regional targets, identified strengths and areas for improvement, developed
action plans and budgets. This collaboration supports whole school commitment to continuous
improvement.
I embrace the philosophy of teams, the collaborative development of schools and the
development of strategies and support that promote equitable outcomes for students. Also, I
encourage staff to adopt responsibilities that extend their capabilities and strengthen
relationships that generate strategic value to the school. Technology is changing teaching and
learning and as Deputy Principal I established an e-learning team to refocus and set direction for
teachers to strengthen the impact of laptops in the classroom. This team has stimulated discussion
and experimentation, training of staff and reinvigorated the classroom.

Demonstrated strategic leadership of innovative and relevant curriculum which meets the needs
of all students
Successful schools implement the curriculum that suits the needs and aspirations of their
community; meet BOSTES and DEC requirements; and are flexible enough to serve the individual
learning styles of students. I have extensive experience in the implementation of curriculum.
In my current position I lead the curriculum team, ensuring all BOSTES and DEC requirements are
met in setting direction and preparing innovative curriculum structures for presentation as models
to the school executive, with whom I work collaboratively to achieve a final product. This has
resulted in the widest and most appropriate choice of courses to meet student needs, interests
and abilities. My extensive skills in timetabling allow the production of flexible and suitable
arrangement of studies, resulting in the implementation of student driven curricula such as
comprehensive elective lines, pathways, and vocational education initiatives.
I have collaboratively developed and refined outcomes based curriculum to provide support and
direction for teaching and learning, resulting in extensive professional learning for staff, and
modelled strategies for incorporation and aligning outcomes against course skills and content. This
has refined teacher practices of pedagogy, assessment and reporting. Student learning, as
indicated by qualitative data collected, has been enhanced because of the improvement in teacher
knowledge and understanding. I have ensured that faculty practices involve personalised learning
and early intervention that is supported by the Learning and Support team, mentoring and study
skills seminars. Students with mental health issues or physical illness are individually supported to
achieve their best.
In addition, I successfully co-ordinate and manage all Board of Studies requirements, including
assessment documents utilised by the whole school community. I have extensive expertise in
using Schools Online processes, which effectively facilitates professional learning for the school
staff involved, and liaise with the Board of Studies as Principal’s delegate. This has resulted in well
managed and accurate procedures within the school.
I have demonstrated leadership in the implementation and support of ALARM (A Learning And
Responding Model) approach to improve student academic writing. Students can now write
modelled, deep, systematic responses to HSC questions, improving literacy performance and thus
achieving higher marks in formal examination. The ALARM approach will be introduced into Years
7, 8 and 9 in 2015.
Further, I have led the whole school analysis of performance and value added data from external
examinations, and fostered professional development which results in Head Teachers analysing
and discussing performance data with their staff and establishing priorities for faculty
improvement. This analysis informs the whole school strategic planning and defines the school’s
strategic direction and targets, resulting in increased accountability and continual focus on
improvement in an environment of trust and sharing.

Demonstrated ability to lead and initiate innovative wellbeing programs which support the
learning of students from a diverse range of backgrounds
I possess extensive experience in leadership roles, including in my current role at Colo High School
as Deputy Principal and Acting Principal, and in my previous role as a Program Manager for the
Staying On Program (Metropolitan West Region). My performance in each of these positions has
resulted in positive outcomes, including the development, implementation, management and
evaluation of innovative and successful programs which support the learning of special needs
students, and students from a diverse range of backgrounds. I have ensured that faculty practices
involve personalised learning and early intervention that is supported by the Learning and Support
team, mentoring and study skills seminars. Students with mental health issues or physical illness
are individually supported to achieve their best.
In addition, I have led the whole school analysis of performance and value added data from
external examinations, that results in Head Teachers analysing and discussing performance data
with their staff and establishing priorities for faculty improvement. This analysis informs the whole
school strategic planning and defines the school’s strategic direction and targets resulting in
increased accountability and continual focus on improvement in an environment of trust and
sharing.
When acting as the Program Co-ordinator at the Staffing Services State Office as part of the School
Establishment Audit team (2011), I was instrumental in leading my team in the development of
innovative and relevant curriculum which served the needs of students with special needs and
from diverse backgrounds. The demonstrated success of the resulting programs is further
evidence of my applying my well-developed leadership skills when leading teams that are focused
on doing the best for their students. Being able to inspire my team to address the needs of
students, while also identifying, responding to and incorporating the needs of other stakeholders
and members of the school community to produce effective, sustainable, efficient and innovative
programs is further evidence of my capacity to successfully fulfill the role of Principal at Doonside.

Demonstrated capacity to lead staff through a period of significant educational reform
Resources that are maintained, enhanced and utilised equitably and effectively must support the
core business of teaching and learning. The Principal must lead the implementation, monitoring,
and evaluation of the physical, financial and human resources to ensure the safety, wellbeing and
educational growth of all. I have expertise and experience in managing a diverse range of complex
systems in schools. My capacity to lead staff through a period of significant educational reform is
evidenced by my extensive experience and expertise as a school leader, enabling me to develop,
implement and manage systems that provide for the allocation of resources with the purpose of
meeting the targets identified in the school’s strategic plan. The strategic plan was developed in
collaboration with the school community and was based on a shared understanding of the school’s
values and learning platform. I have led the development of staff to implement systems and
procedures that deliver the effective and equitable distribution of resources to achieve targets
within the plan. Monitoring and evaluation are ongoing.
As Co-ordinator of the School Establishment Audit team for Staffing Services at State Office, I have
developed a deep understanding of teacher and SASS staffing of schools. I was proactive in liaising
with and advising schools on the audit process and communicating issues that were identified,
successfully negotiated outcomes to meet requirements for whole school staffing entitlements
and reported updates to senior officers of Staffing Services on a daily basis. My knowledge and
understanding of school staffing allocations has enabled me to appropriately allocate resources to
implement and support quality curriculum organisation and will be a strong foundation for any
adaptation needed in the school as a result of implementing Local Schools, Local Decisions and
Every Student, Every School initiatives.
I have a well-developed capacity to implement systems that reflect state, regional and school
plans and targets that guarantee delivery of outcomes in the classroom. This is evidenced by the
way in which I have (a) proactively managed school staffing issues and planning for the future;
considering the long term implications of changes in staffing on curriculum and changes in
curriculum on staffing, resource allocation and balancing these restrictions in meeting student
needs; and (b) my responsibility for the co-ordination of curriculum development in the school,
including staffing allocations, subject selection processes and management of the timetable
process. I also trained the executive to ensure depth of understanding of timetabling and
improved subject selection processes, thereby ensuring students' choices, abilities and aspirations
are matched. This is facilitated by my introduction of new courses.
In addition, I co-ordinated the financial management processes across the school. I worked
collaboratively with the School Administrative Manager to complete the rollover and
reconciliation of our accounts to prepare the CHS 2014 Annual Financial Statement. Concurrently I
led the development of the 2015 school budget document, including allocation of resources
received under 2015 RAM funding. This also included negotiating with faculty and school teams in
the preparation and allocation of budgets, setting of budget guidelines, regular reviews of current
budgets and the ongoing monitoring of budget processes with the school community.
I led the Work Health and Safety Team in the implementation of systems to monitor, evaluate and
ensure the wellbeing of all stakeholders across the school. Staff are reminded constantly of their
responsibilities to report issues and complete risk assessments. Where they identify a hazard, I
have represented and advocated for staff and have ensured occupational health and safety (OHS)

of all staff is considered when managing projects, including major upgrades to the science
laboratories, Building the Education Revolution (BER) project and issues relating to tree safety.
Further evidence of my skills in this area is my effective management of the Staying On Program in
the Metropolitan West region. This included the preparation, allocation and monitoring of a
program budget of $1.3 million, developing and maintaining administrative procedures, keeping of
records, co-ordinating resource support for nineteen targeted schools and the Staying On office,
monitoring staff attached to the Staying On/Students at Risk programs and disseminating
information to targeted schools.

Demonstrated capacity to lead staff in the implementation of both the NSW Aboriginal
Education Policy and the National Aboriginal and Torres Strait Islander Educational Action Plan
I believe that schools must work collaboratively with the Aboriginal community to develop
programs to ensure Aboriginal students feel a sense of belonging and are able to express and
develop a sense of cultural identity. The focus of these programs must be strategies that will allow
Aboriginal students to access and achieve outcomes that are available to the rest of their cohort. I
have been a role model for the recognition and celebration of diversity in schools and
implemented programs to ensure Aboriginal education is part of our core business and equity
issues are addressed.
To achieve this, I have worked with communities that support Aboriginal students and developed
an extensive awareness of the Department of Education Aboriginal Education Policy and strategies
that the Department has implemented and how these can be utilised to improve the educational
opportunities and outcomes for Aboriginal students. This has involved liaison with regional
consultants, development and implementation of professional learning activities for staff, the
formation of the Aboriginal Education team as part of the school’s strategic direction, and liaising
with members of the local Aboriginal community. I actively promote activities that provide all
students with opportunities to develop a deeper understanding of Aboriginal histories, cultures
and languages.
I have led the conversation with members of the Aboriginal community about unlocking the
potential of each Aboriginal student. Personalised learning plans were developed in collaboration
with parents and in consultation with the Learning and Support Team. Successfully advocating for
and leading the implementation of educational programs funded through the Norta Norta
program, I targeted RAM funding to meet individual student needs. Funding was accessed to
employ additional staff to work with these students on an individual basis. The Learning and
Support Teachers were also utilised to work with students in class to ensure engagement in
learning. The outcome was better retention with improved levels of student achievement.
Further evidence can be found in my strengthening of the personalised learning plans for
Aboriginal students to include leadership opportunities and appropriate links with university and
mentoring. I have been able to ensure the key indicators of literacy, numeracy and attendance are
addressed, ensuring quality outcomes for our Aboriginal students. I have partnered with outside
agencies in developing and supporting individual intervention plans such as the one developed for
a male student who was at extreme risk of harm and of dropping out of school. With co-ordinated
support and counselling, which sustained him in his learning to the completion of Year 10, he then
gained a trade apprenticeship the following year.
I have effectively consulted with the Aboriginal community and the local AECG, showing a strong
commitment to collaborative decision-making, ensuring representation on merit selection panels
and the Aboriginal Education Team.
In addition, I have facilitated the establishment of school-wide structures to ensure open dialogue
with Aboriginal students, parents and community members about the child’s learning, school
structures and processes. The learning needs of indigenous students have been more successfully
addressed through these initiatives.

In 2013 I co-ordinated the implementation of Kirinari Roll Call for Aboriginal students at Colo High
School. This initiative has provided time for the students to work in small group situations on
literacy and numeracy strategies, being coached and mentored by older students and Aboriginal
teachers in the school. Students and parents have responded positively to this program. The
Aboriginal Education Team has reported increased student attendance and greater focus and
engagement in learning and various school activities. In 2016, as a result of ongoing monitoring
and feedback from students, parents and staff, this initiative has expanded to a junior and senior
Kirinari Roll Call classes to better cater to the individual needs of the students.
I have also mentored and taught two indigenous students through Year 11 and 12. These students
successfully completed the HSC in 2014, achieving at a high level. For one student, she is the first
member of her family to achieve the HSC. They are immensely proud of her achievements. Both
students were offered and have accepted placement at Macquarie University in 2015.

GENERAL SELECTION CRITERIA
High level educational leadership with the skills to lead and manage a complex public school
focused on the delivery of high quality education.
A school’s central purpose is the education of the whole child into well-rounded young adults with
the skills and resilience necessary for modern society. As Relieving Principal and Deputy Principal, I
have demonstrated strong educational leadership and effective change management skills that
have provided stability for parents, students and teachers during a period of significant change
caused by staff turnover and developments in e-learning. I have improved systems, created and
enhanced teams, and fostered the sense of progress and cultural change. My relentless focus on
improving student performance, my collaborative and inclusive approach, and my passion for
education has earned the trust of the school community.
During my tenure at Colo High School I have on numerous occasions received the support and
endorsement of the school Principal, to not only relieve as Principal for extended periods of time
when required, but in all matters relating to the management of a complex comprehensive high
school of over 1,000 students and 100 staff. With the recommendations of the Principals of Colo
High School and Richmond High School, I was selected by the School Education Director,
Hawkesbury, to relieve as Principal at Richmond High School for eight weeks. I received positive
feedback on my leadership from all sections of the Richmond High School community. This also
demonstrates my ability to apply my leadership skills to a different school setting and context.
When connecting learning within the Hawkesbury cluster, affecting local high schools working
together and with partner primary schools, I led the connected classrooms project involving four
high schools, examining ways that technology can be utilised to assist in creating wider curriculum
offerings to senior students. My successful efforts led to five senior subjects being offered across
the cluster in 2011 with alternate modes of delivery resulting in students having more choices
available to them. Additionally, I led the Colo Learning Community to collaboratively develop
transition initiatives with seven partner primary schools to increase awareness and understanding
of middle schooling, including a maths project involving teachers from all schools explicitly
teaching agreed content for all students in Stages 3 and 4. This has been highly successful and
effective.
In my roles as Relieving Principal and Deputy Principal, I have been responsible for improving
academic results. I have led the analysis of performance data; and aligned teaching and
assessment with strategic planning, the development of school management plans and the Annual
School Report (ASR). Collaboratively, I have also developed school targets and priorities, based on
evaluations and regional targets, identified strengths and areas for improvement, developed
action plans and budgets. This collaboration supports whole school commitment to continuous
improvement.
I embrace the philosophy of teams, the collaborative development of schools and the
development of strategies and support that promote equitable outcomes for students. Also, I
encourage staff to adopt responsibilities that extend their capabilities and strengthen
relationships that generate strategic value to the school. Technology is changing teaching and
learning and as Deputy Principal I established an e-learning team to refocus and set direction for
teachers to strengthen the impact of laptops in the classroom. This team has stimulated discussion
and experimentation, training of staff and reinvigorated the classroom.

Ability to lead and manage rigorous and inclusive whole school teaching and learning programs.
I am a highly capable and effective leader. My management skills are collaborative, and enhanced
by my excellent communication and interpersonal skills. I strive to ensure that the views of all
stakeholders are fairly represented, and clearly articulated. This approach throughout the course
of my career has resulted in an effective leadership and management style that not only
contributes to cohesive team harmony, but also produces successful whole school teaching and
learning programs.
My participation in Department of Education professional learning activities (organised by the
Secondary Principals Council, and the Deputy Principals Association) ensures that my considerable
skill set continues to grow. This aspect of my continuing professional development is rewarding
and inspiring, and allows me to follow and reflect upon current developments in all aspects of my
roles as Deputy Principal and Acting Principal, including the ability to develop whole school
teaching and learning programs.

High level communication and interpersonal skills with the capacity to build positive
relationships and engage all levels of the school and educational community.
In my roles as Relieving Principal and Deputy Principal it is critical that my communication skills,
interpersonal skills and actions consistently convey to the school and its community the school’s
goal of developing the whole child and promote the school’s high quality educational programs.
Communication must be free flowing and multi-directional, and needs to inform, and be informed
by all members of its community. My interpersonal skills have allowed me to develop
longstanding, positive relationships within and beyond my school community, providing authentic
opportunities for frank and honest discussion.
As an effective communicator and school leader, I have demonstrated my expertise in a wide
range of school and community audiences. My open and positive approach, coupled with my
effective leadership of teams motivates teachers to improve teaching and learning. The ability to
clearly communicate has built support for whole school initiatives – such as the school plan, and
professional learning. The teachers in my team seek additional responsibilities due to my support
of them.
When acting as Relieving Principal at Richmond High School in July 2010, I successfully coordinated
a Prime Ministerial visit. This involved strategic planning, occupational health and safety priorities,
national and school security issues, and high level communication and interpersonal skills when
dealing with a variety of people, both in the school and the Prime Minister’s office. I also dealt
with State and Federal Police and DEC personnel. The outcome was extremely positive for both
staff and students of the school, as well the local community.
In addition, I have initiated, supported and participated in overseas school exchange visits to and
from China and Japan, providing a positive learning environment for students, staff and
community members. Overseas students were billeted with student families, promoting friendship
and understanding between the two groups. Community involvement and sponsorship has been a
key to the program’s continued success. My capacity to build positive relationships engaging the
school and educational community is evidenced by the success of the delegation of twenty
students and five staff I led in April 2007. We visited the Dalian No. 24 Middle School in China as
part of an ongoing Friendship Agreement between our two schools. One of the reasons for the
success of this visit was my ability to prepare high level documentation and negotiate at DEC,
regional and School Education Director levels.
Further evidence of the effect of my excellent communication and interpersonal skills in terms of
building positive relationships and engaging all levels of the school/educational community can be
found in the development and promotion of the concept of the Colo Learning Community, where I
collaborated with others, to enhance the K-12 continuum for both Colo High School and our seven
partner primary schools. We are successfully developing a strong belief in the seamless transition
from primary to high school, based on Quality Teaching practices. The result has been the sharing
of data, allowing all schools to target specific areas of need. For example, in 2010 this targeting
resulted in a specific Mathematics program, and the setting of targets for the Annual School
Report process. Other results include a Joint Values Forum, with the promotion of a common view
of values throughout the Colo learning community, and a formalised transition program for all
Year 6 students, with targeted programs for students with special needs, and extension programs
in English, Drama, Music, Technology and Visual Arts.

I have consistently demonstrated empathetic, ethical and respectful leaderships skills. I have a
commitment to quality education for all students as evidenced by my dealings with organisations
such as DOCS, JIRT and Redbank School in sensitive, complex and difficult matters. This results in
the betterment of students, and supports their transition back into the classroom.

Ability to lead and manage the development and performance of staff to improve teaching and
learning.
The key to leading and managing the development and performance of staff is the provision of
quality ongoing professional learning that is tailored to the individual needs of staff consistent
with the strategic direction of the school and wider educational community. In order for this to
occur, it is necessary for the Principal to ensure that team leaders in positions of responsibility
have the capabilities to support staff, have clear expectations of their staff and have developed
individual performance development plans with their staff.
I have led the development of executive staff to increase their capability to implement processes
to monitor and appraise the performance of the staff they supervise. These processes focus on
formal professional conversations occurring at least once per term. The basis of these
conversations is the analysis of a broad range of data that identifies individual, course and whole
school needs. Leaders of teams are then able to conduct a needs analysis of their staff through the
identification of their expertise and strengths as well as identify areas for growth for inclusion in
Performance Development Plans. This information is utilised to plan for whole school professional
learning at conferences, during School Development Days as well as through the teaching and
learning and leadership workshops offered to all staff.
My development of New Scheme Teacher and Career Development programs is tailored to meet
identified needs of teachers and be supported by informed Head Teachers. I have effectively
managed the accreditation of teachers by the NSW Institute of Teachers at the professional
competence and accomplishment levels through observations and peer mentoring. My actions
have developed a culture of trust and shared vision. All new scheme teachers attained
accreditation and have continued in the teaching profession. Those seeking promotion have been
successful under my mentorship.
The key to improved performance of staff is to allow exemplary teachers to demonstrate best
practice, to encourage teachers to reinforce professional teaching standards at professional
competence, professional accomplishment and professional leadership levels leading to
enrichment of teaching performance and improved educational outcomes for all students. This
process is used in the New Scheme Teachers program and the collaboratively developed Teacher
Assessment Review, the Executive Assessment Review and the Principal Assessment and Review
Schedule.
As Professional Learning Co-ordinator, I have semester, year and three-year planning cycles, in
accordance with school, regional and Department of Education priorities, planning and resourcing
the professional learning needs of both teaching and SASS staff. At Colo High School this has led to
teachers with a wide range of abilities who are equipped, trained and accomplished in the
teaching and learning process throughout the school. The delivery of professional learning is
linked to our primary partner schools, our middle school initiatives, senior school, vocational
education and university options. The focus on professional learning in a school has been shown to
be the single most important factor which impacts markedly, in a positive way, on improving
learning outcomes for all students.
I developed a collegial and co-operative school culture to ensure ongoing productive relationships
within the school; modeling shared leadership principles, nurturing leaders by creating additional
leadership roles, executive shadowing and mentoring in line with the Leadership Capabilities

Framework modules. I have also established a culture of collaborative teamwork, delegating
authority and negotiating roles and responsibilities that increase opportunities for school-wide
staff involvement and genuine consultation that has resulted in an increased sense of contribution
and greater willingness to embrace whole-school roles and corporate responsibilities.
Further evidence of my expertise in this area is the way I have successfully dealt with a number of
teachers who have been experiencing difficulties in the classroom in a planned, documented and
systematic way. This has utilised my excellent skills in negotiation and conflict resolution involving
key players – the individual teacher, supervising Head Teachers, teachers and Head Teachers
providing formal support, the School Education Director, Employee Performance and Conduct
Unit, NSW Teachers Federation representatives, regional personnel, Work Health and Safety
officers and EAPS.

Ability to plan systems and manage resources effectively and equitably to enhance teaching and
learning
Resources that are maintained, enhanced and utilised equitably and effectively must support the
core business of teaching and learning. The Principal must lead the implementation, monitoring,
and evaluation of the physical, financial and human resources to ensure the safety, wellbeing and
educational growth of all. I have expertise and experience in managing a diverse range of complex
systems in schools. My capacity to lead staff through a period of significant educational reform is
evidenced by my extensive experience and expertise as a school leader, enabling me to develop,
implement and manage systems that provide for the allocation of resources with the purpose of
meeting the targets identified in the school’s strategic plan. The strategic plan was developed in
collaboration with the school community and was based on a shared understanding of the school’s
values and learning platform. I have led the development of staff to implement systems and
procedures that deliver the effective and equitable distribution of resources to achieve targets
within the plan. Monitoring and evaluation are ongoing.
As co-ordinator of the School Establishment Audit team for Staffing Services at State Office, I have
developed a deep understanding of teacher and SASS staffing of schools. I was proactive in liaising
with and advising schools on the audit process and communicating issues that were identified,
successfully negotiated outcomes to meet requirements for whole school staffing entitlements
and reported updates to senior officers of Staffing Services on a daily basis. My knowledge and
understanding of school staffing allocations has enabled me to appropriately allocate resources to
implement and support quality curriculum organisation and will be a strong foundation for any
adaptation needed in the school as a result of implementing Local Schools, Local Decisions and
Every Student, Every School initiatives.
I have a well-developed capacity to implement systems that reflect state, regional and school
plans and targets that guarantee delivery of outcomes in the classroom. This is evidenced by the
way in which I have (a) proactively managed school staffing issues and planning for the future;
considering the long term implications of changes in staffing on curriculum and changes in
curriculum on staffing, resource allocation and balancing these restrictions in meeting student
needs; and (b) my responsibility for the co-ordination of curriculum development in the school,
including staffing allocations, subject selection processes and management of the timetable
process. I also trained the executive to ensure depth of understanding of timetabling and
improved subject selection processes, thereby ensuring students' choices, abilities and aspirations
are matched. This is facilitated by my introduction of new courses.
In addition, I co-ordinated the financial management processes across the school. I worked
collaboratively with the School Administrative Manager to complete the rollover and
reconciliation of our accounts to prepare the CHS 2014 Annual Financial Statement. Concurrently I
led the development of the 2015 school budget document, including allocation of resources
received under 2015 RAM funding. This also included negotiating with faculty and school teams in
the preparation and allocation of budgets, setting of budget guidelines, regular reviews of current
budgets and the ongoing monitoring of budget processes with the school community.
I led the Work Health and Safety Team in the implementation of systems to monitor, evaluate and
ensure the wellbeing of all stakeholders across the school. Staff are reminded constantly of their
responsibilities to report issues and complete risk assessments. Where they identify a hazard, I
have represented and advocated for staff and have ensured occupational health and safety (OHS)

Capacity to lead staff in implementing the Department’s Aboriginal education policies and to
ensure quality outcomes for Aboriginal people.
Schools must work collaboratively with the Aboriginal community to develop programs to ensure
Aboriginal students feel a sense of belonging and are able to express and develop a sense of
cultural identity. The focus of these programs must be strategies that will allow Aboriginal
students to access and achieve outcomes that are available to the rest of their cohort. I have been
an effective role model for the recognition and celebration of diversity in schools, and have
implemented programs that ensure Aboriginal education is part of our core business, with equity
issues being addressed.
To achieve this, I have worked with communities that support Aboriginal students and developed
an extensive awareness of the Department of Education Aboriginal Education Policy and strategies
that the Department has implemented and how these can be utilised to improve the educational
opportunities and outcomes for Aboriginal students. This has involved liaison with regional
consultants, development and implementation of professional learning activities of staff, the
formation of the Aboriginal Education team as part of the school’s strategic direction and liaising
with members of the local Aboriginal community. I actively promote activities that provide all
students with opportunities to develop a deeper understanding of Aboriginal histories, cultures
and languages.
I led the conversation with members of the Aboriginal community about unlocking the potential of
each Aboriginal student. Personalised learning plans were developed in collaboration with parents
and in consultation with the Learning and Support Team. I also advocated and led the
implementation of educational programs funded through the Norta Norta program and targeted
RAM funding to meet individual student needs. Funding was accessed to employ additional staff to
work with these students on an individual basis. The Learning and Support Teachers were also
utilised to work with students in class to ensure engagement in learning. The outcome was
improved retention with improved levels of student achievement.
Further, I strengthened the personalised learning plans for Aboriginal students to include
leadership opportunities and appropriate links with university, mentoring and to ensure the key
indicators of literacy, numeracy and attendance are addressed ensuring quality outcomes for our
Aboriginal students. I have partnered with outside agencies in developing and supporting
individual intervention plans such as the one developed for a male student who was at extreme
risk of harm and of dropping out of school. With co-ordinated support and counselling, which
sustained him in his learning to the completion of Year 10, he then gained a trade apprenticeship
the following year.
I have consulted with the Aboriginal community and the local AECG, demonstrating my strong
commitment to collaborative decision-making, and ensuring appropriate representation on merit
selection panels and the Aboriginal Education Team. This has facilitated the establishment of
school-wide structures to ensure open dialogue with Aboriginal students, parents and community
members about the child’s learning, school structures and processes. The learning needs of
indigenous students have been more successfully addressed through these initiatives.

: New South Wales, Organisation: Department of Education Job Title: Principal Level 4 Word Limit: 350-500 words per criterion Location: Doonside High School

Principal Level 4

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