Job description for PLD facilitators - South Island
Responsible to: Anna Sullivan (CEO)
Office location: 201 Unit 1, Wooldridge Rd, Christchurch
Geographical area for facilitation: Canterbury region. May include facilitation duties across the South Island and occasionally elsewhere in New Zealand.
To work in ways that further the vision of the company
- Assist with delivery of the contracted services. In particular, this will involve taking leaders, teachers, schools and clusters of schools through tailored professional learning to enable them to raise student achievement through:
+ Supporting schools and Kāhui Ako to develop robust plans to meet the needs of students
+ Developing students’ capability to be active participants in the learning process (assessment for learning capability)
+ Building teacher capability to do the above
+ Building leadership capability
+ Developing coherent and consistent school-wide assessment systems that contribute to improved learning and achievement
+ Developing school and Kāhui Ako capability for self-review and evaluation.
- Designing, or contributing to the design of, professional learning opportunities in relation to the above and resources to support the same.
- Contribute to the variety of workshops offered by the company.
- Develop and maintain strong networks with the education and wider communities.
- Carry out any and all reasonable tasks requested by your manager.
- Enjoy yourself by working with wonderful people in schools who are trying to make a difference.
Key tasks of in-school facilitation:
To support each participating school to raise student achievement for targeted students by:
- Conducting initial and ongoing assessment of each school’s/cluster’s assessment, leadership and teaching capability and co-construct action plans to best meet the school’s needs
- providing modelling, observation, coaching, critique and reflection, using inquiry/action research/formative evaluation approaches (in classes with teachers and with leaders)
- enabling each teacher and leader to examine his or her practice in a safe and collegial environment and shape strategies for improvement
- supporting each school to collect relevant data so that the professional learning can be evaluated as to its impact on teaching, learning and achievement
- monitoring the engagement, motivation and learning of each school to ensure the professional learning is meeting agreed objectives.
Extensive training is given to ensure that all facilitators are able to meet the responsibilities and carry out the tasks to a high standard.
- Successful teaching and leadership experience
- Teacher registration
- Quality degree in education, psychology or subject specialty
- Current driver’s licence and ability to use own car
- Good key board skills/speed, familiarity with MS Word and Excel
- Be relentless about supporting leaders and teachers to demonstrably meet the needs of all students
- Commitment to building ability to conduct all relationships and communications to be consistent with ‘Open to Learning’ theory so that all relationships within the context of the job are conducted in a professional and learning-focused manner
- Positive, ‘can-do’ orientation
- Written communication skills are accurate, well-constructed, evidence-based and provide the level of detail required (e.g. data reports, evaluations, milestones, proposals, articles)
- A demonstrable ability to clearly and accurately explain and communicate research findings to school leaders and teachers in both oral and written form.
- Oral communication skills are clear, use correct pronunciation, and ability to respond flexibly to the audience (presenting to groups, facilitating staff meetings, seminars, etc.)
- Self management and organisation (meeting accountabilities and deadlines, attention to detail in all aspects of accountabilities)
- Contribution to the professional learning community is positive and informed
- Knowledge and use of consultation processes (how to manage the PLD with a school/cluster)
- Explicit use of evidence-based inquiry and knowledge-building cycle at all stages of PLD intervention with an expectation that schools will also work in that manner
- ICT skills – use of Excel, Word, etc
- Ability to gather, collate, manipulate and interpret information including evidence from all stages of the inquiry and knowledge-building cycle
- Ability to link educational theory to practice and draw defensible conclusions from evidence and make recommendations for improvement
- Able to read and interpret data and appropriate technical and scientific reports
- Ability to collaborate with researchers in carrying out research and implement or mobilise the results of evaluation and research into intervention improvement
Educational knowledge capabilities
- Knowledge of relevant leadership, curriculum and assessment strategies to support learning of valued student outcomes (see criteria below for Assessment, leadership and literacy capability)
- Knowledge of how to build and maintain learning-focused relationships that support deep and sustained change in schools and kura
- Ability to understand and implement strategies that will improve the rate of progress for Māori and Pasifika students, English language learners and students with special needs, and to model and demonstrate these strategies through authentically incorporating identity, language and culture into PLD practices
- Knowledge of how to support schools to build effective educative partnerships with parents and whānau and school communities that impact positively on student achievement
- Knowledge of NZ education system and key policy documents such as The New Zealand Curriculum, Te Marautanga o Aotearoa, National Standards, Ka Hikitia, Pasifika Education Plan, Code of Professional Responsibility and Standards for the Teaching Profession, Ministry statement of strategic intent, and key web based resources such as TKI
- Knowledge of current e-learning technologies and the extent to which they can be used to enhance learning for leaders, teachers, students and their whānau
- A commitment to ensuring that Māori experience educational success as Māori, and that all learners are supported to learn in a climate that respects their identity, language and culture.
- Knowledge of current research and resources in assessment
- Knowledge of Assessment for Learning (AfL) theory (including understanding the capabilities described in Clarity in the Classroom - Absolum, 2006)
- Ability to demonstrate AfL practice (able to demonstrate the capabilities - modelling for teachers, engaging with teachers/leaders in an AfL way)
- Knowledge of assessment systems - ability to support schools to evaluate their current processes for gathering, analysing and using evidence at all levels, including assessment schedules, NS systems, NCEA, reporting to parents/BOTs
- Knowledge and use of assessment tools – knowledge of most appropriate tool for purpose and ability to critique advantages and limitations of each tool.
- Ability to demonstrate capability in all eight dimensions of leadership described in Leadership BES
- Ability to help leaders use the inquiry and knowledge-building cycle to improve achievement and sustain effective practices
- Ability to develop leadership capabilities in others
- Understand the regulatory requirements of school leaders and support them to work strategically within these frameworks to focus on ongoing schooling improvement
- Experience in using Ministry of Education self-review tools with school leaders in order for them to establish areas for review and development
- Support leaders to understand how to implement current government policy in a way that will improve student achievement outcomes