DEPUTY PRINCIPAL

JOB DESCRIPTION 2016 - JULIET DICKINSON

OVERVIEW: The educational leadership model below sets out the qualities, knowledge and skills that educational leaders need to
lead their schools in the 21st Century.

EDUCATIONAL LEADERSHIP
Educational leadership is at the centre of the model. Educational leaders lead
learning to:
improve learning outcomes for all students, with a particular focus on
Mori and Pasifika
create the conditions for effective teaching and learning
develop and maintain schools as learning organisations
make connections and build networks within and beyond their schools
develop others as leaders.

SCHOOL CONTEXT
Different contexts can present different challenges for school leaders. As
educational leaders we need to adapt or adjust our leadership practices to
meet the particular demands of our school context.

MANAAKITANGA, PONO, AKO, AND AWHINATANGA

Effective school leaders demonstrate these four qualities. They are essential
for school leaders who are focussed on educational leadership.

LEADING CHANGE AND PROBLEM SOLVING

Leading change and problem solving are key activities of effective educational
leaders.
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CULTURE, PEDAGOGY, SYSTEMS, PARTNERSHIPS, AND NETWORKS, BOUNDED BY RELATIONSHIPS

School leaders work across these four interconnected areas of practice. In order to be effective, they must be knowledgeable and
capable in all. Quality relationships are pivotal to effectiveness in all four areas.

The Te Kowhai Deputy Principal Job Description draws from Best Evidence Synthesis and findings from the core
research as below.

ALIGNMENT TO OUR GOLDEN CIRCLES

Relationships are at the core (Who). It identifies areas of practice, leadership activities, and
the qualities of effective leadership (Why & How), and the specific context that Te Kowhai
School is in.
The What will be reflected in our individual Job Descriptions, based on Strategic areas of
Development & specific Business as usual areas.
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DEPUTY
PRINCIPAL
JOB DESCRIPTION
KEY AREA:

KEY INDICATORS/ACTIONS/ROLES

EDUCATIONAL
LEADERSHIP
PTC: 1, 2, 3, 4,
5, 6, 7, 8, 9, 10,
11, 12

Version 1 (Developed May 2016)

Our core purpose is to lead learning, and to bring our Vision to life.
Our Vision, Values, Learner Qualities & Strategic Goals are the driving force for our roles. We are
the gatekeepers for our Vision.
Our prime focus is on improving student achievement via professional learning and enhancing
teacher capacity
Reports regularly to the Board on assessment, student achievement, curriculum responsibilities
Facilitate school wide professional learning based on school and student needs
Responsible for the efficient day to day administration and management of areas of
responsibility
Professional oversight and support for all Learning Communities
Contribute to the development and implementation of the Schools strategic plan
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Reflections /
Evidence

RELATIONSHIPS
PTC: 1, 2, 3, 5,
7, 9,

Reflections /
Evidence

Link to team EPIC doc and EPIC Overview

SENCo Report August 2016
Mid year data overview
Lead Team agenda
Strategic Planning doc
We foster and build strong relationships with other leaders, teachers, support staff, whnau, parents,
community groups, and students. All these relationships require relational trust.
As Leaders we build trust by:
Show interest in the aspirations of those we lead, encouraging them to take on new roles, and
providing professional development opportunities
Provide a supportive teaching and learning environment
Carry out classroom observations regularly and often
Encourage innovations that improve students learning
Walking the talk
Demonstrate the interpersonal skills needed for building strong relationships with key
stakeholder groups such as trustees, parents, whnau, and local organisations
Promote and provide opportunities for community involvement in the life of the school
Communicate effectively both orally and in writing to a range of audiences, and in a timely
manner
With staff:
- Term 4 Sam Paul working with school (Te Reo and cultural support)
- I have an open door policy (feedback at the end of 2015 backed this up)
- Email relevant PLD opportunities to staff (readings, course info, online learning)
- Classroom obs carried out as and when necessary (LOL doing most this year)
- Attendance at every school event
Cultural Competency at Te Kowhai folder
With students:
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With
-

Being present both in class, in the playground bus duty

Attendance at camps, trips and sporting events to build relationships
Student voice regularly collected (me and my school survey, input into learning contexts,
feedback re teachers)
Te Reo (strategic planning around this)
whanau / community:
Parents in to teach students in their area of expertise (building, gardening, making poi)
Parent Survey
Numerous meetings IEPs, SENCO work, behaviour/social/emotional
Newsletters
Facebook page regularly updated (celebration)
Taking some kickstart sessions with parents
Liaising with parents at all events (marae trip organised, kapa haka festival)

Liaising with outside agencies:

GSE, CYFs, Ngaa Ringa Awhina, ICAMS

CULTURE:
WHAT WE VALUE
AROUND HERE

PTC: 2, 3, 5, 6,

Next Step:
- Utilise kaumatua from CoL to meet with our parents to discuss their aspirations for their children.
The format of our online survey might not have been as effective as it could have been with our
Maori students.
Focus the school culture on enhancing learning and teaching in accordance with our Key
Principles
Create a culture in which teamwork is expected and valued, and in which teachers are enabled
to take on appropriate leadership roles
Lead and create opportunities to celebrate progress and success of students and staff.
Ensure a safe and well-organised environment that allows teachers to focus on their teaching,
and students on their learning;
Maintain effective communication between staff and leadership team
Ensure that staff are well informed and understand expectations (through regular
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meetings/minutes/memos)

7, 8, 9, 10, 12
Reflections /
Evidence

PEDAGOGY:
TEACHER
KNOWLEDGE
AND ACTIONS THAT
PROMOTE LEARNING

PTC: 3, 4, 5, 6,
10, 11, 12

Teacher reflections in response to Key Principles

Regular leadership meetings Whats on Top? To capture culture and tone throughout school
Term 4, reinstated Te Reo lessons across the school with specialist teacher.
Celebrating the Maori cultural heritage at our school. Adequate resourcing to provide active Kapa
Haka group
2017:
- To be able to understand and explain the effect of local history on iwi, whanau, Maori
community, our learners and the school.
- Implement celebrations of learning from inquiry based learning parents invited
- Develop tab in TK Central for team minutes to be saved so all can be accessed from across the
school (Purpose: transparency, sharing ideas/intellectual property).
Participate in professional learning and recognised as a leading learner in our school, keeping
up to date with teaching and learning theory and research
Regarded and consulted as professional leader with significant knowledge about teaching and
learning
Have direct, hands-on involvement with curriculum design, implementation & review

Work with classes / teams to track progress through year, leading / facilitating discussions
around classroom practice that raises student achievement.
Provide guidelines and guidance for Teacher Planning and Assessment
Coordinate appraisal and attestations of all teachers.
Ensure that teaching and learning programmes are informed by ongoing self-review and
evaluation processes using student achievement data.
Actively seek to support, develop and implement the Te Kowhai key principles
Works with other Leadership Team & Curriculum Leaders in the compilation of school wide
assessment and reporting systems (including student-led conferences and portfolios)
Ensures SMS system documentation is up-dated to provide for the collection and reporting of
school wide assessment information
Overall responsibility (with Curriculum Leaders) of analysis of school wide assessment data,
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Reflections /
Evidence

analysing trends, suggesting pathways forward, discussion with staff on areas of strength,
weakness, ways forward
Work with classes / teams to track progress through year, leading / facilitating discussions
around classroom practice that raises student achievement.

Facilitated in development of Learning Ecosystem with purpose of aligning everyones vision of what
our approach to teaching and learning looks like.

Creation of TK Central Te Kowhais Curriculum doc

SYSTEMS:
HOW THINGS
WORK AROUND

Tai / Appraisal planning docs

Use of Edge
Setting up assessments
Leaders are largely responsible for creating the systems and conditions in which staff and students can
function effectively and in which learning can occur. Leaders are involved in decision-making
processes and in designing practices for:
General and strategic school administration, such as planning, resourcing, staff appointments,
coordinating relievers/release/CRT, budgeting, timetabling, and running school events;
Work with Leaders of Learning on analysis of school wide assessment data, analysing trends,
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HERE

PTC: 2, 3, 5, 6,
7, 11

Reflections /
Evidence
PARTNERSHIPS
AND
NETWORKS:
CREATING POSITIVE
LINKS TO SUPPORT
LEARNING

suggesting pathways forward, discussion with staff on areas of strength, weakness, reporting
systems.
Delegate tasks to teachers, specific to their identified roles
Pastoral care of students and support for staff.
Prioritise and resource selected areas targeted for improvement
Use evidence to monitor progress, plan, and manage change
Oversee effective and efficient use of financial resources and assets within delegated areas of
authority
Coordinates Duty/Assembly rosters, Timetables school wide
Leads review of EOTC procedures, policy, and schoolwide programme

Me and My School Survey (synthesis)

TAI tracking documentation
Appraisal reflections / feedback

Strengthen partnerships and networks to enhance student learning (including online forums)

Proactive with ongoing personal learning

Network across schools to share ideas, challenge practices & to build effective professional
learning communities.
Knowledgeable and strategic about wider trends and opportunities in education
Promote and foster collaboration within the school, at all levels

PTC: 1, 3, 4, 5,
8, 9, 12,
VLN, Twitter, Progressions online (TKI)

Reflections /
Evidence

Actively involved in change management, either as initiators or as part of a team implementing

change.
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LEADING
CHANGE
PTC: 1, 4, 5, 6,
7, 8, 12

As agents of change, leaders need:

- information about, and involvement in, implementing the school vision and strategic intent;
- current, evidence-based information about effective approaches to teaching, learning, and
assessment;
- a sound understanding of how change processes work and how people respond to change;
- insight into teachers current beliefs and practices (in order to help them engage with new
ways of working);
- relationships based on trust, so that staff feel supported and understood;
- an awareness of the schools capacity for change;
- strategies for handling resistance to change.
Strategic Direction - planning

Reflections /
Evidence

PROBLEM
SOLVING
PTC: 1, 3, 5, 12

Teaching as Inquiry - Contribute to problem solving by working collaboratively and using an

evidence-based approach identifying, testing assumptions, analysing, and solving.
Leaders who are effective problem solvers:
- explicitly check their own assumptions about the problem
- relate the problem to the wider vision and values of the school
- actively seek the interpretations of others
- anticipate obstacles and how they could be overcome
Manage conflict appropriately and work to achieve solutions
Promptly deals with complaints and issues at all levels in alignment with the complaints
procedure
Parents / caregivers complaints, concerns and queries are dealt with in a professional manner

Link to team EPIC doc and EPIC Overview

Reflections /
Evidence

Guidelines in TK Central
Email evidence of dealing with issues (see SENCO and Parent Emails)

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MANAAKITANG
A: LEADING WITH
MORAL PURPOSE

Display a strong moral commitment to improving educational and social outcomes for all
students.
Build a school culture of trust, respect, and openness.

Steadfastly focus on our vision, values, learner qualities and strategic plan

PTC: 1, 2, 3, 4,
5, 10

Reflections /
Evidence

PONO:
HAVING SELFBELIEF

PTC: 4, 5

This year, I have tipped a lot of things on their head. Mainly questions. E.g. why do we do
speeches? why do we write reports? Continually challenging the status quo.

Reflections /
Evidence

AKO:
BEING A LEARNER

I am really excited to be part of such changing times in education. I feel that we have a huge
opportunity to shape the future of education and the decisions we make now are crucial. This
process is high-stakes and the need for building and maintaining relationships, ensuring
transparency and working collaboratively with all investors is essential.
This lens drives my decision making at school.
Committed to improvement and are willing to try out new ideas.
We can and will make a difference
We lead with a sense of purpose.
Leaders with pono have high levels of self-awareness they confront their own assumptions,
learn from their mistakes, and seek a healthy worklife balance. They persevere in the face of
challenges and have the emotional resilience to bounce back after setbacks. Their self-belief,
energy, and commitment provide inspiration for others.

Demonstrate & model the key aspects of the Learner Qualities to a high level, whilst also
promoting and supporting them to develop amongst staff and students.
Leaders are expected to have a depth of professional knowledge.
Keeping up-to-date with the evidence for professional leadership in schools is a fundamental
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PTC: 5, 6, 9,

Professional Reading Learning (see portfolio of PLD)

Reflections /
Evidence
AWHINATANGA:
GUIDING AND
SUPPORTING

PTC: 1, 2, 3, 5,
Reflections /
Evidence

expectation of leaders.
Effective leaders have in place their own professional learning programme to help inform their
thinking and practice, and to keep them up-to-date with issues and developments in education
generally.

The FISH Philosophy is modelled by ourselves, and promoted at all levels.

whinatanga is guidance and support for colleagues and students that is respectful and caring.
Leaders who embrace whinatanga recognise and respond to the strengths and needs of those
they lead, ensuring they feel appreciated and supported.
Assist the Principal to ensure appropriate induction of all new staff
Monitor/support BTs, supporting the tutor teacher
Encourage a co-operative and supportive environment for staff

BUSINESS AS USUAL
RESPONSIBILITY

KEY INDICATORS/ACTIONS

SPECIAL NEEDS
COORDINATOR

Completes role of SENCO, ensuring that childrens individual behavioural and learning needs
are met in order to maximise learning and achievement (Note: this role is supported by
Leaders of Learning, class teachers & Principal)
- Establish a school process for identifying students for special needs register
- Ensure there is a robust monitoring process & maintaining the special needs and abilities
register
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PTC: 1, 2, 3, 4, 5,
6, 7, 8, 9, 10, 11,
12

Reflections /
Evidence

- To work collaboratively with the classroom teacher and RTLB/GSE to meet the individual
needs (physical, medical, social and academic) of special needs and special ability
students, ORRS and ACC students as identified
- To organise and facilitate IEP Meetings as required. Liaise with parents / caregivers and
outside agencies involved with the child throughout this process
- Liaise with the literacy and numeracy leaders to discuss students with needs
- Being responsible for teacher aide employment, appraisals, timetables and professional
development
- Assist in school wide data collection and review as required with Principal
- To establish good systems of communication between all persons involved in the care of
special needs and special abilities students
- Promotes & develops the school behaviour management programme
- Assists with schoolwide discipline, including working with children before being seen by
Principal, and making contact with parents
- Consider and recommend ways to meet the needs of Mori, Pasifika and other ethnic
groups
Concerns Registers
IEPs creation and liaising with parents
Google doc tracking
Meetings with Rochelle (Maths leader) to organize PLD, strategic planning around Maths
Manage LA timetables, employment
Behaviour plans completed x 4 this year

PERSONAL/PROFESSIONAL GOALS
GOAL:

POSSIBLE ACTIONS (Strategies, readings, research)

EXPECTED OUTCOMES:

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GOAL:

POSSIBLE ACTIONS (Strategies, readings, research)

EXPECTED OUTCOMES:

Signed: ______________________
Tony Grey
Date: ________________________

Signed: ________________________
Juliet Dickinson
Date: _______________________

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