Assistant Principal

Organisation: Harrington Street Public School

Job Title: Assistant Principal

Location: Cabramatta

Successful teaching experience with capacity to initiate improvements in teaching, learning and classroom practice.

Exceptional skill in the classroom must incorporate a strong focus on enabling continuous improvement within the practice of teaching and the delivery of learning outcomes. Throughout my professional teaching career I have used a diverse range of effective teaching and learning strategies to cater to the learning needs and background of students, reviewing and revising these strategies to ensure continuous improvement I frequently engage with colleagues to enhance student learning outcomes, building and sustaining collaborative and cooperative relationships to leverage the skills and expertise of others to deliver excellent educational results. Examples of my teaching skill as well as my drive to continuously improve delivery and outcomes include:

Implementing fortnightly programing based on the Best Start Literacy and Numeracy Continuums. By continually tracking student data on the continuums, I can determine what outcomes students are achieving and focus future learning on identified needs. Data currency also allows for flexible and interchanging groups. I can plan for lessons and small group activities according to current cluster levels. Fortnightly programing allows for greater differentiation in the classroom, enabling students to reach their individual potential.
Providing quality Literacy and Numeracy programs for students in the 2001 and 2012 Safety Net classes. Students displayed a wide range of learning difficulties, including receptive language problems, speech impediments, mild intellectual disabilities and fine and gross motor difficulties. Using the teaching, learning and assessment cycle effectively, I imbedded appropriate assessment into the classes and used the resulting data to structure and deliver future programming. This process allowed students to succeed at an individual level.
Continuously focusing on building a variety of contemporary, situational relevance and layers of connectedness into lessons. This may include sharing relevant anecdotes, real-world examples, thought-provoking dilemmas, images, video, quotations, other visual aids or historical and current events.
Successfully devising and implementing quality programs that incorporated strategies from the Focus on Reading (FOR) program. This included students working to improve their comprehension skills and increasing their engagement while facilitating a deeper understanding of the texts they read. As a result of this almost all students are performing at or beyond stage levels according to the Best Start continuum.
Designing a highly effective Handwriting Program and assessment check lists. This program has been used across the stage and has enabled teachers to incorporate an occupational therapy component targeting fine and gross motor skills. I have also given demonstrations of what a lesson in my classroom looks like at a stage meeting, which helps to build teachers’ confidence and understanding of the learning process in accordance with the English Syllabus.
Embracing the use of ICT to deliver a blended learning experience in teaching delivery. The classroom must connect to the real world for learning to be relevant and sustainable. A creative, ICT enriched curriculum allows this to occur in ways that are immediate, contemporary and more accessible to students. It also allows the build-up of multimodal layers of information that relate to and reinforce the core message. This type of multiple connectedness imbeds the knowledge gained and allows a deeper understanding of the material to be achieved. Finally, ICT allows a much greater range of learning styles to be catered for, therefore maximising the uptake of information by students.

I am a life-long learner and will continue to progress my own knowledge of excellence in education as well as embracing and harnessing the experience of my surrounding colleagues to enhance learning and teaching within the school.

Knowledge of curriculum, assessment and student welfare with the ability to lead and design quality, inclusive teaching and learning programs.

I have a thorough knowledge of curriculum and assessment within the NSW education sector and have applied and extended this understanding into developing and delivering inclusive, quality teaching programs. I have both led and participated in the introduction of the National Curriculum and have embraced opportunities to extend my knowledge and capabilities in this area by:

Familiarising myself with the Australian Curriculum Assessment Report Authority (ACARA) website to expand my preparedness for all stages of implementation of the National Curriculum.
Gaining skills in navigating the new online syllabus, comparing similarities and differences with the current syllabus.
Participating in the working party to manage the introduction of the maths curriculum. I have gained extensive knowledge across the curriculum and in the future will deliver numerous presentations during staff development days to facilitate its implementation.
As a new leader, facilitating the implementation of the English curriculum across my stage, working with professional colleagues to develop a shared vision and common goals to progress the introduction of the new system.
Embracing the new approach, adopting the strategies and content and tailoring the content to meet the changing learning needs of students.

My ability to design and deliver quality teaching and learning programs is evidenced by my ability to:

Ensure learning is relevant and sustainable, and to link the classroom to the real world by drawing on multiple sources of contemporary information to build layers of connection that relate to and reinforce the original or core text. This process imbeds the knowledge gained and helps the student to develop a deeper understanding of the material, as well as an ability to extrapolate the knowledge in a broader context.
Draw on a range of methodologies to suit the physical, social and intellectual development of students. This includes cooperative learning approaches, effective questioning, encouraging participation and interaction across the class. Other methods I use include setting up a range of problem solving activities, and facilitating both independent, self-directed and some teacher‑centred learning tasks. I also use journaling strategies to expand the learning capabilities of students.
Using differing methodologies to cater for a variety of learning preferences, ensuring that I incorporate a range of different activities that make certain that all learners have the opportunity to be engaged and stimulated.

I also have exceptional skills in utilising formative assessment and using evidence about students’ knowledge, understanding and skills to inform my teaching. I lead fortnightly programming meetings for my stage teachers to progress this approach, effectively incorporating the learnings into my own teaching delivery including:

Setting clear goals for the learning activity, defining the learning intentions and success criteria, and delivering effective feedback that motivates the learner and generates improvement.
Facilitating activities to enable self-assessment and peer-assessment as part of regular classes and involving all stakeholders in the process of reflecting on evidence.
Using assessment as an ongoing, cumulative process of gathering, analysing and reflecting on data and then making informed judgements to enhance future student learning.

I have a passionate commitment to ensuring the welfare of all students by fostering a learning environment where every student can learn and grow with confidence. To progress this commitment I have identified and catered for the individual learning needs of students, maximising student’s success by recognising and facilitating formal diagnoses of learning conditions and behaviours. For example:

In consultation with the Regional Behaviour Management Team and an appropriate behaviour management expert, I devised a program for a student with Oppositional Defiance Disorder, enabling them to participate in an inclusive learning environment.
I have adapted a sports and P.D.H.P.E program for a student with Muscular Dystrophy.
In consultation with the Student Counsellor, I conducted various assessments of a student with savant skills to gain an understanding of how the student was processing knowledge. I then devised learning experiences based on this, which resulted in increased engagement in learning.

Educational leadership skills to build the capacity and manage the performance of individuals and teams.

I have proven leadership skills, with the ability to leverage the skills and abilities of individuals and teams to foster a culture of performance, and engage staff, students, parents and other stakeholders in a process of continuous learning and development. I have demonstrated this through:

Working collaboratively worked with staff to develop identified priority areas for the School Plan 2012-2014, ensuring teaching was linked to the Quality Teaching Framework and showing personal commitment to achieving targets made in the Plan.
Participating as a leader in the process to embed the National Curriculum and quality teaching into a daily practice within classrooms, working closely with teachers to plan, coordinate and evaluate teaching and to ensure student progress is monitored to improve teaching programs.
Contributing to the leadership team that implemented the National English curriculum, including developing shared goals, determining how to deliver outcomes, and engaging other teachers in the journey to imbed the system.
Participating on the maths curriculum working party, with a focus on developing a shared vision, being flexible and adaptable, leading staff development days dedicated to progressing this topic and delivering appropriate sessions during these.
Facilitating assessment approaches for my stage under the “Consistent Teacher Judgement in Action” program to ensure that consistent judgements about student achievement can occur across all key learning areas. This has included developing a draft rubric of what “sound achievement” looks like and then consulting with teachers to further refine this and develop rubrics for other levels of achievement.
Leading fortnightly programming meetings to facilitate the formative assessment process across the stage, with a focus on establishing consistent goals, determining outcomes, choosing learning intentions and success criteria, and constantly adapting teaching to address identified student learning needs.
Providing succinct feedback on the welfare, and social, and behaviour management issues relating to students during team meetings.
Working effectively with colleagues in curriculum planning and development meetings, sharing my own knowledge and experience freely and actively leveraging the unique experiences and strengths of colleagues to ensure the best learning environment possible.
Introducing innovative multimedia, multimodal learning experiences such as the Reader’s Theatre to improve literacy and address issues with comprehension levels.
Being elected by my peers as a member for the Federation Committee and Woman’s Contact for 2013. I attend Fairfield meetings once per term to represent Harrington Street Public School Federation Members. As a result, I am more informed to help colleagues with Federation matters.
Working with allied health therapists to design programs with specialised activities and learning sequences for students and then sharing the ideas and resources. With this expert knowledge I was able to demonstrate lessons to other teachers across the stage, resulting in a better understanding of specific issues, and enhanced confidence in judgment and assessment. Following implementation of the program, Teachers found improvements in students’ gross and fine movement skills, including improvements in students’ handwriting.

Effective leadership must incorporate engaging all stakeholders in the process of shaping the learning environment. I am able to create a shared vision of this environment and convey my excitement and passion for learning as a vibrant, ongoing process.

Well-developed communication and interpersonal skills with the capacity to build relationships and engage students, staff and parents.

Exceptional interpersonal and communication skills are built on developing and sustaining constructive relationships with all stakeholders in the education process. I have always established and fostered excellent relationships with my students, their parents, professional colleagues and a range of other relevant stakeholders to enhance educational outcomes. I am:

An influential and persuasive communicator who can easily adjust their presentation and delivery based on knowledge of the audience as well as subtle non-verbal cues. I tailor the key messages to suit the knowledge base and learning styles of students and use a range of appropriate mediums to deliver and reinforce critical information.
Sincere in my interest, empathy and compassion. A key aspect of being a teacher is encouraging and supporting the contribution of others. I achieve by creating an environment of trust and respect where issues can be raised and constructive feedback delivered directly and appropriately.
Interested in individual students. You can partner more effectively with students and their parents and achieve strong learning outcomes when you have fostered cooperative relationships with them.

To progress collaborative relationships with parents, teachers and other professionals involved in the education process to enhance learning outcomes I have:

Engaged in discussions with various families in relation to their child’s learning, utilising interpreters where appropriate and establishing open channels of communication.
Built productive relationships with colleagues to benefit professional growth and student outcomes. I have successfully been a part of team teaching, worked efficiently with Literacy Support Staff and Teachers’ Aids. My passion for teaching comes across when I talk to fellow colleagues about what I am doing in my classroom. I motivate and encourage others to develop their skills and to keep trying new things.
As a Safety Net Teacher, I participated in a range of discussions with various teachers, the School Counsellor and Learning Support Team, planning strategies to aid students with learning difficulties.
Worked with Occupational and Speech Therapists to design programs with specialised activities and learning sequences to help students who are displaying early signs of difficulties in these areas.
Participated on the Production Committee, respecting and acknowledging diverse opinions and blending emerging ideas together in consultation with the staff and students. Utilising these ideas, I collaborated with a colleague to develop a script and produce the item. I then provided information about the production to staff at a meeting and via email and coordinated its delivery, garnering a significant positive response from staff and community stakeholders.
Used my communication abilities to effectively manage behaviour in a fair, sensitive and consistent manner and to convey and maintain clear expectations about student learning.

Strong communication skills are the scaffolding on which effective and productive partnerships and collaboration are built. I am a confident communicator, with the ability to foster cooperation and engage both internal and external stakeholders to create and support a quality education environment.

Ability to plan and manage resources effectively and equitably to support teaching and learning.

Throughout my career I have demonstrated the ability to effectively manage all available resources, including my own time and knowledge, the physical and financial resources available, and the time, skills and capabilities of colleagues and other stakeholders in the school setting. Examples that demonstrate my planning and coordination abilities in the area include:

Managing the Stage 1 sports programing, including overseeing and coordinating the use of spaces, equipment, resources, students and teachers to maximise the benefits of the program.
Undertaking the required timetabling to ensure the equitable use of support staff, including reviewing allocation of hours, resources available, specific student needs and current activities to ensure optimum outcomes for students.
Coordinating the Homework Centre for two afternoons per week, including supervising twenty Stage 3 students, twenty-five Stage 2 students and four members of staff and improving student outcomes (formal assessment shows maintenance of 95% of student improvement in literacy, 90% of students have developed confidence and 95% of students are actively taking part in homework).
Effectively coordinating grade and stage activities, such as school excursions and carnivals, ensuring events ran smoothly in accordance with policy guidelines and that students were provided with expanded learning opportunities beyond the school grounds.
Managing the playground roster, overseeing the logistics of the effective and equitable deployment of the 80 staff within the school and ensuring adequate coverage and student safety at all times (both during fine and wet weather).
Liaising with community stakeholders to source equipment, modified resources and various supported activities to assist students and provide them with expanded learning outcomes.
Consulting with the RTA to determine possible measures to manage vehicle activity and increase student safety around the school.
Overseeing the work and activities of the teachers within my stage, ensuring a cohesive integrated approach to the delivery of quality learning outcomes for students.
Coordinating a public speaking competition for my stage to increase the confidence and communication skills of students, including setting topics, inviting participants and audience, selecting judges and running the event.
Accessing grant money through the “Live Life Well” Program to purchase sports equipment for the school.
Requesting physical resources such as iPads to deliver enhance ICT learning activities.

A final component of managing resources effectively incorporates having a strong understanding of the skills and capabilities of professional colleagues, parents and other stakeholders in the education environment and being able to effectively leverage those capabilities to enhance learning outcomes.

Knowledge of and commitment to the Department’s Aboriginal education policies.

I am committed to achieving educational equity for Aboriginal and Torres Strait Islander students, increasing understanding and knowledge of their cultures, histories and experiences and productively engaging with relevant internal and external stakeholders to progress community connectedness. To achieve the educational aims I have:

Created educational experiences and developed meaningful learning activities for students from diverse backgrounds, including Aboriginal and Torres Strait Islander students, those from a non-English speaking background and refugee students.
Developed Individualised Learning Plans for Aboriginal students to support the student’s needs. Students were able to learn to the best of their ability and progress at their own level.
Working with individual Aboriginal students with compounding issues, such as poor attendance, literacy problems, and lack of appropriate role models to develop tailored structures, supports and interventions to progress educational and social outcomes.

I am strongly committed to implementing units of work to increase knowledge of the histories, cultures and experiences of Aboriginal and or Torres Strait Islander people, and intend to pursue this as a priority within the school. I also have an understanding of the role of effective community engagement to facilitate educational outcomes for Aboriginal and Torres Strait Islander students. This has included:

Engaging a community member to demonstrate a smoking ceremony to students during NAIDOC week celebrations.
Leveraging the knowledge and skills of an Aboriginal teacher to ensure inclusive learning outcomes.
Consulting with relevant support services to facilitate positive attendance and engagement strategies for an Aboriginal student.
Encouraging parents to actively engage in the education process, supporting and encouraging the learning outcomes of their children.
Gaining an understanding of “The 8 Aboriginal Ways of Learning” a pedagogy framework that enables teachers to include Aboriginal perspectives by using Aboriginal learning techniques. That is, teaching through Aboriginal processes and not just delivering Aboriginal content.

: Organisation: Harrington Street Public School Job Title: Assistant Principal Location: Cabramatta