Organisation: NSW Education Department
Job Title: Principal
Location: NSW
High level educational leadership with the skills to lead and manage a complex public school focused on the delivery of high quality education
My effective and high quality leadership has been a key element to being able to achieve significant successes in transforming and delivering high quality education. My view of student learning being at the core of every decision I make is essential to making a difference in each and every classroom. My ability to demonstrate my commitment in this area is detailed below:
Demonstrated effective leadership as part of the strategic leadership of Blacktown Learning Community Staff Focus Group. My role within this group was liaising with DoE English/Maths consultants, consulting with member schools where I worked to create plans and models for professional learning in line with the School Excellence framework. The project was then delivered over a 12 months period. The significant successful gains for this project have been on our English and maths project, principals network meeting, beginning teachers support group, school administrative staff training and trained teams from 11 schools who shared their learning across the Blacktown Learning Community. Positive feedback was received as part of this process.
Successful management of new syllabus implementation where I was involved in RAM allocation staffing for SLSO’s (School Learning Support Officers). This process involved designing teaching and learning programs and individual education plans (IEP’s) to support identified students including low SES, ATSI and students with disabilities. My role was to disburse the funding as required ensuring the relevant student data was captured and interpreted, I designed a timetable to support staff availability and teaching staff and SLSO’s were allocated to specific students to support. A significant increase in student achievement was achieved for most students identified as part of this program.
Leadership of the technology team to design and deliver professional learning programs catering to specific student and whole school objectives. This included embedding technology as a core focus for whole school sessions, in class support, demonstration lessons and team teaching. This involved coordinating various meetings and professional development programs to achieve this outcome. Through effective leadership, the team Teachers embedded more authentic tasks within their daily practice. A recent survey indicated that technology use had increased in classrooms by 60%. The inclusion of technology as a core focus works to create a culture of achievement and allowing staff to embrace change through collaboration and shared experiences.
Effectively led and managed child protection and student welfare initiatives through Positive Behaviour for Learning (PBL) strategies and development of effective Learning and Support Teams. To achieve this I implemented various systems to streamline staff referral processes and positive practices to support student behaviour. An example of this is the implementation of the core rules and behaviour matrix, efficient data collection systems and electronic data base (SENTRAL welfare). Re-alignment of the system was achieved and a more inclusive, safe and supportive learning environment was created which focused more on the specific needs of all students, maximising learning outcomes.
I will ensure that high quality teaching and learning is promoted, visible and sustained in every classroom by offering excellent professional development focussed on effective teaching and learning practices, ensuring that teachers, student and community have ownership, providing opportunities to share and celebrate success and collaboratively establish short term and long term challenging, but achievable goals.
Ability to lead and manage rigorous and inclusive whole school teaching and learning programs
Providing a leadership framework that enables staff and students to maximise and create new learning opportunities and feel inspired to create positive teaching and learning programs that enable all students to reach their full potential are values that I consider important my approach to leading management of effective teaching and learning programs. I have demonstrated my commitment in this area through the following examples:
Successfully led the development and implementation of the school plans and policies; underpinned by a framework of data analysis, professional learning, consultation and resource allocation that allowed our staff and teachers to develop outstanding programs for 21st century learners. Most recently the introduction of the new English Syllabus and a need for better school based data have been two closely linked goals I have worked to develop. As a result of this very clear and specific focus 84.7% of teachers stated they felt encouraged to try new teaching and assessment techniques in English. 80% of students K-2 met the minimum benchmark for reading achievement for 2013. 64% of Year 5 students achieved expected or greater than expected growth in writing.
Effective proactive management of the Positive Behaviour for Learning program (PBL is our behaviour management and rewards framework) PBL team, leadership team and teaching teams. My key role has been on strengthening the program by implementing processes and systems to reward positive behaviour and ensuring the school is well equipped and supported when situations requiring interventions arise. These practices have effectively maximised the instructional times for teachers and students. As a result 97% of the students have all aspects of their behaviour managed using universal systems and practices and require no interventions. In a recent, independent assessment of the school’s PBL performance we scored 99.1% on the school-wide evaluation tool and 98% on the benchmarks of quality assessment.
Management of the Learning Support Team (LST) where I successfully managed a significant pool of funds ($70,000 + annually) to support students with medium and high level additional needs. This classroom and playground support has ensured that these students have full access to the curriculum and experience educational success. The processes for referring, tracking and allocating resources to support students with additional needs have also been modified to maximise student educational outcomes. The achievements here have been 80% of our lowest achieving cohort for reading in Year 3 achieved greater than expected growth for Year 5.
Effectively supporting student learning through establishing and maintaining systems and practice to ensure all student needs are catered for including a levelled LST tracking system for Learning Support which identifies students requiring targeted intervention and intensive individual interventions. These interventions are planned and implemented with maximum parental involvement ensuring the best possible outcomes for students. Supporting Gifted and Talented students ensuring students are catered for in classroom programs, supported activities include academic competitions, sport, leadership programs, cultural and artistic endeavours
To empower our learners for tomorrow’s world we must encourage them to take ownership of their learning, apply critical thinking to determine what to learn, identify how to learn and to transfer and apply learning into meaningful contexts and concepts. I will ensure that the school’s vision and values are reflected in school practices and that goals are achieved through well-defined and defensible processes. I will encourage and support collaborative practices across the school community and promote structures and processes that will ensure improved student outcomes and wellbeing.
High level communication and interpersonal skills with the capacity to build positive relationships and engage all levels of the school and educational community
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, that are engaging and value the professional relationships formed within the school community. Each child has individual skills and abilities and it is our responsibility to identify and provide opportunities to highlight their talents. My ability to demonstrate my commitment in this area is detailed below:
Attendance at Principal networks/BLC Principals meetings to negotiate the roll out of new administrative systems in my role as Acting Principal. My role was leading staff focus group projects to coordinate the roll out of the new system across 12 schools from the BLC. Through discussion and negotiation, 80% of the BLC Principals attending the network meetings were in support of introducing the system. I was then successful in coordinating the roll out of the new system across 12 schools from the BLC. The establishment of the BLC group guarantees a great start to early career teachers practice.
Engagement of staff through the visual learning project where I successfully initiated professional learning focusing on teaching and learning strategies which have had significant impact on student learning. An example of how this has been achieved is through designing and delivering professional learning modules and supporting teachers with practical examples on how to implement professional learning. As part of the follow up I have conducted walk throughs, student focus group interviews and staff surveys to evaluate impact. This has been successful as 80% of staff indicated that they collaboratively planned sequences of learning and teaching that explicitly identified SC and LI, this was an increase from 50% at the start of the project. An independent survey indicated that the average student in the school agreed that their feedback is criteria related.
Built and re-stablished strong partnerships between the school and parent community body at QHEPS. Through strong, clear and inspirational leadership and open and honest dialogue I have communicated the way forward by making connections and engaging with the school community and broader communities to regain their confidence. Consequently we have re-engaged the community through my commitment to students, a sincere determination to forge positive and professional relationships with parents, the wider community and support groups and maintain, as the number one priority for the school, a focus on quality teaching and learning. Survey results indicated that 92% of parents indicated that QHEPS provided a motivating environment for their children to learn and 88% indicated that the administration of the school helped create an environment that helps children learn.
My positive and professional approach to work assist me to generate enthusiasm and energy by allowing me to be focused on finding solutions. As Principal of (Insert) School I will encourage others to develop their own solutions, listen with empathy and offer constructive feedback and support others in taking agreed, calculated risks and experiment with their teaching and learning to improve student learning outcomes. I will establish collective responsibility for monitoring all aspects of the school that contribute to a just and secure environment and ensure that all members of the school community feel accepted and valued.
Ability to lead and manage the development and performance of staff to improve teaching and learning
I have led, guided and collaborated with the executive staff to ensure the development of staff progresses beyond the sighting of documentation and becomes a more “authentic” leadership focus, where Assistant Principals and the Deputy Principal are positively leading their teams and focused on developing quality education. This can be achieved through the provision of individualised programs addressing the learning needs of all groups of students, resulting in improved student engagement throughout the school. My ability to make significant improvements to the quality of supervisory practices including the Teacher and Executive Annual Review Schedules has also been a key focus in my effective management. My ability to demonstrate my commitment in this area is detailed below:
Ability to develop the capacity of staff through use of formal procedures including the annual review schedule and review of individual professional learning goals. I have guided, supported and mentored teachers and team leaders through professional discussion and review of student data to ensure changes in practice or current practice is having the desired effect. Over 75% of students K-2 are on track to meet or exceed the school targets, and 77.6% of Year 3 and 68.7% of Year 5 students achieved in the top three bands for NAPLAN Reading 2013.
Celebrating achievement is a core value I consider to be an essential leadership quality. Within my current role as a Deputy Principal/Acting Principal I ensure that great teaching is acknowledged and celebrated through public acknowledgement in meetings and assemblies and personal acknowledgement on the achievement of goals as part of the Teacher Annual Review Schedule. I provide support for staff at all levels of performance including affirming the high performance of teachers and effectively and fairly dealing with underperformance. Teachers are aware of their areas of success and areas of focus for the next year. Positive feedback has been provided by all teachers who participated in the process.
Career advancement and professional growth are essential attributes of a good performance management system and I actively promote these as opportunities to staff I have mentored as early career teachers through weekly sharing sessions. Effective and strategic use of funds to support beginning teachers through targeted professional learning, peer mentoring and observations has ensured highly successful and enjoyable teaching career commencements. This form of leadership has shown a large effect on the teachers’ and the students’ learning. My leadership has effectively enabled teacher professional learning to become learning focused with a direct connection and impact to teacher instruction methods.
I will challenge others to continually improve their performance. I will ensure that teacher performance and development processes are linked to teacher practice, program effectiveness and professional learning. Resources will be allocated in order to support the school community to engage in an ongoing process of inquiry and reflection.
Ability to plan systems and manage resources effectively and equitably to enhance teaching and learning
Managing the human, physical, financial, curricular and instructional aspects of the school is highly complex and the level of accountability has increased dramatically in recent years. Daily operations of the school and management of available resources is essential to the success of the school. I have successfully planned and implemented many projects that have required exemplary financial and organisational skills. My strong focus on strategic planning, directing resources and high level organisational skills have assisted me to support and encourage effective teaching and learning and is demonstrated through:
Effective management of safety through establishment of proactive systems and plans focused on all aspects of safety. My key focus as Deputy Principal/Acting Principal has been to ensure the safety of the school and students through appropriate first aid plans, reactive system plans and emergency management plans are in place and regularly updated. I also ensure that staff are compliant completing relevant training such as first aid, anaphylaxis, and asthma management. This focus on safety will continue in my role as Principal where safety will be a core requirement within my role and a key strategic focus for the school.
Successful management all aspects of the school budget and financial reporting requirements has been achieved within my role as Deputy Principal and Acting Principal where I have had the responsibility to allocate physical, financial and human resources to create an environment that best supports student learning. I have achieved this by my high level strategic management skills where I have had the opportunity to manage the school budget, buildings, grounds and staff and management of grants. A recent measure of success has been a survey results which have indicated 90% of parents know what the school is buying and why and 100% of staff indicated that the school usually or almost always implements a comprehensive management plan in relation to school budget.
Ability to manage daily operations of the school has been achieved in my current role and my Acting Principal role where I have been responsible for maintenance, services, data systems and record keeping which are tasks I have effectively systemised to ensure the smooth operation of the school. I have successfully facilitated the implementation of electronic database (FENTRAL) which centrally manages student data and daily administrative tasks of teachers. Two very simple examples that I have established are an electronic roll system and a revamped money collection system which has saved significant amount of teacher and student time.
A good leader needs to not only have an informed vision but they also need to know how to get there, where they are, what they need for the journey and know when they have reached their destination I will ensure that polices related to resource allocation are responsive to changing needs and establish processes to continuously evaluate the impact of resources on priorities. I will encourage the school community to share responsibility for managing resources. I will establish processes that will enable staff to take individual and collective responsibility for achieving goals and ensure that feedback is used to inform the school’s professional learning strategy.
Capacity to lead staff in implementing the Department’s Aboriginal education policies and to ensure quality outcomes for Aboriginal people
The Principal must demonstrate thorough knowledge of and high level commitment to Aboriginal Education. I will ensure that Aboriginal students and communities are highly engaged in the education process and that all staff and students have a knowledge and understanding of and respect for Aboriginal Australia which is demonstrated through:
Actively planned for the success of all Aboriginals students including ensuring all students have individual learning programs and the necessary resources to succeed. Students demonstrated achievement at or above the expected level in Literacy and Numeracy.
Encompassed Aboriginal culture within all teaching and learning programs through educating students on the richness and diversity of Aboriginal culture, history and heritage by including Aboriginal perspectives. Students have demonstrated increased awareness and understanding of Aboriginal Australia.
Coordinated Aboriginal Education including policy implementation, resource selection and purchase and coordination of external performers. These actions have increased knowledge and understanding of Aboriginal Australia for all students and staff.
Promotion of education for Aboriginal communities who have the right to active participation in the education of Aboriginal students and acknowledged the Aboriginal People as the traditional custodians of the land at official functions.
Promotion of the right to high quality teaching and learning programs for Aboriginal students actively promoting the right to high quality teaching and learning programs especially in Literacy and Numeracy.
Ensuring quality learning outcomes for all students is essential to the success of the school and in establishing a positive student environment. All students have the right to be treated fairly and equally and have the opportunity to be educated. As a Principal I will ensure that Aboriginal education policies are upheld and quality outcomes for Aboriginal people are achieved.
