Leadership Advisors - Te Tai Tokerau
Evaluation Associates Ltd is a dynamic, friendly New Zealand-wide company with recognised expertise in a range of education consultancy services. We are looking for two highly motivated, confident and capable educational leaders with the skills to support principals/ngā tumuaki in Tai Tokerau to impact positively on student outcomes.
In term 2 2017, 21 leadership advisors commenced work nationwide, primarily focused on beginning principals/ngā tumuaki and other principals as capacity allows. These leadership advisors are employed by Evaluation Associates through a Ministry of Education funded initiative. In each region the work of the leadership advisors is supported by a regional management group made up of representatives from Evaluation Associates, the regional Ministry office and local principal associations.
Evaluation Associates is looking to recruit two further Leadership Advisors to support the service in the Tai Tokerau Region. These appointments will be fixed term contracts which will run until 31st December 2018. Full and/or part time appointees will be considered as will secondment from a principal’s position. The capabilities required and key tasks are outlined in the job description below. In summary, the successful applicant for this role will:
- have recent successful school principal experience in New Zealand schools or kura, with a preference for recent successful experience in Tai Tokerau
- have experience in primary, secondary or Māori-medium settings
- have a disposition and demeanour which quickly garners principals' trust and confidence
- have effective facilitation knowledge and skills
- have a strong commitment to supporting schools to raise achievement for every student
- have a strong commitment to supporting beginning principals/ngā tumuaki to achieve success in their new role
- have a strong commitment to supporting experienced principals with targeted and tailored support
- be open to learning and growing professionally
- be a team player – with the ability to collaborate with the wider team of leadership advisors, the Ministry of Education and local principal groups
- be a clear communicator (oral and written)
- have the ability to coach leaders in their leadership inquiries and to effectively problem-solve when issues arise
- be a highly competent IT user – including the use of standard tools such as Word and Excel – and also have the ability to quickly pick up new technologies
To submit your application, please email your CV and cover letter to Paul George at email@example.com. We would recommend you phone Paul to confirm receipt of your application: phone 09 913 0170. The closing date for all applications is Friday 18th August, 2017. Please note we require a full CV and the important following information detailed in your cover letter;
- We will consider applications from those who wish to be less than 1 FTE. If you wish to be less than 1 FTE then please state this clearly, describing your preferred FTE (e.g. 0.8 FTE)
- The date you will be available to start.
- The names of two referees, preferably school principals in your region and, where possible, a beginning principal you have mentored previously. Please describe the relationship you have had with each referee.
In your covering letter please provide information about how you meet the key attributes outlined in the job description including, in particular, evidence of your own success as a principal and your experience in coaching and mentoring others as education leaders.
Responsible to: Diane Manners
Office Location: Home Office
Geographical Area for Facilitation: Tai Tokerau
- Assist with delivery of the contracted services as a Leadership Advisor with a primary focus on beginning principals and tumuaki. This will involve working with principals and tumuaki predominantly in the Tai Tokerau region to lead schools which make a positive difference for their ākonga.
- Provide targeted and tailored support for beginning principals/ tumuaki and other principals meeting their individual needs, covering all aspects of school leadership that impact on their professional capacity.
- Set up and maintain the regional support network for beginning principals/tumuaki as required.
- Support other principals and tumuaki through a process agreed by the regional management group.
- Support the principal/tumuaki mentorship aspect including being involved in the selection and assignment of mentors.
- Contribute to the cross-regional work of the leadership advisors team and provide advice and support to the leadership team.
- To provide exceptional quality education services to New Zealand schools and kura.
- To work in ways that further the vision and growth of Evaluation Associates.
- To actively seek opportunities to develop additional business and promote the work of our organisation and colleagues.
- To contribute expertise to and learn from the Evaluation Associates team.
- Enjoy working with principals in schools and kura and making a real difference to ākonga.
When providing support for individual beginning principals:
- Coach the beginning principal/tumuaki to identify their areas for development and growth as a leader.
- Meet with the beginning principal/tumuaki on a regular basis, at least once a term to review progress and plan next steps, and also as needed by the beginning principal.
- Assist beginning principals/tumuaki to understand the difference between governance and management.
- Support each principal/tumuaki to determine their theory for improvement.
- In conjunction with the beginning principals/tumuaki, assign mentors to them upon their appointment.
- Provide testament that the principal/tumuaki has actively engaged in support in order to meet the requirements of the Career Pathways Progression.
- Encourage beginning principals/tumuaki to select relevant professional learning sessions at the national hui and participate in relevant national and regional clinics.
- Explicitly follow up with the beginning principal/tumuaki after the national hui to identify how to get the most out of the various sessions attended.
- Assist beginning principals/tumuaki on a regular basis to access other appropriate people such as union and NZSTA reps, Ministry advisors, local Māori communities and iwi.
- Contribute to the collaborative development of resources.
- Provide information to the national coordination team about the needs in the region and how these needs have been supported.
- Meet with other Leadership Advisors on a regular basis.
- Set up and maintain systems and networks for supporting beginning principals
- Support systems for knowing when new principals have been appointed so that induction support can be provided.
- Assist in the planning and participate termly regional management group meetings.
- Organise, in conjunction with the regional team leader and other leadership advisors, termly one-day regional hui for beginning principals.
- Provide coordinated support for common needs where appropriate.
- Provide evaluative data to the team leader, regional management group and national network.
- Provide support to the national network in areas of expertise.
Supporting other principals
The Leadership Advisors will use their experience and expertise to support principals in the region, to:
- Provide targeted and tailored support for the principal around their identified area of need
- Meet with the principal as required to review progress and plan next steps,
- Coach the principal/tumuaki to identify their areas for development and growth as a leader.
- Assist the principals to access other appropriate people such as union and NZSTA reps, Ministry advisors, local Māori communities and iwi.
- Help to establish regional PLGs as required (where they don’t exist).
- Provide networking learning opportunities for groups of principals as identified by the regional management group, which includes principals’ professional groups.
- Provide clinics and/or resources in areas of national interest.
- Facilitate an open to learning manner to support, enable and guide principals.
- Use a mana-enhancing approach when working with principals.
- Show commitment to honouring Te Tiriti o Waitangi.
- Maintain records and produce evidence-based reports for the Ministry of Education, regional Principals' Associations, the New Zealand Principals' Federation and other organisations as required.
- Be a highly competent IT user – competent with standard tools such as Word and Excel, and with the ability to quickly pick-up new technologies (with a team working across New Zealand use of online meetings and collaborative documents / online tools will be commonplace).
- Ability to create open and honest relationships based on high trust and professional ethics.
- Provide a service that is culturally appropriate, tailored, and responsive.
- Expertise in coaching leaders through an inquiry process.
- Use critical inquiry and evaluative skills to develop and critique advisory practice.
- Disposition which quickly garners principals’ trust and confidence.
- Commitment to building ability to conduct all relationships and communications to be consistent with ‘open to learning’ theory.
- Written communication skills are accurate, well-constructed, evidence-based and provide the level of detail required (e.g. data reports, evaluation).
- Communicate respectfully and clearly.Self-management and organisation (meeting accountabilities and deadlines, attention to detail in all aspects of accountabilities).
- Comfortable in participating in Māori cultural settings.
- Committed to supporting and promoting practices which promote the educational and cultural wellbeing of Māori learners.
- Explicit use of evidence-based inquiry and knowledge-building cycle, modeling this practice for beginning principals to follow.
- Ability to link educational theory to practice.
- Draw defensible conclusions from evidence and make recommendations for improvement.
- Able to read and interpret school data and appropriate technical reports.
Educational knowledge capabilities
- Knowledge and understanding of best practice, pedagogy and current research in the area of school leadership and the principal as leading learning.
- Ability to work within a model of distributed leadership that supports staff leadership of curriculum and enables Boards to fulfil their governance roles.
- Ability to coach principals to understand and implement leadership strategies that will lift outcomes for all students and improve the rate of progress for Māori and Pasifika students, English language learners and students with special needs.
- Knowledge of how to support principals to build effective educative partnerships with parents and whānau and school communities that impact positively on student achievement.
- Ability to support principals in building effective professional relationships with the Board of Trustees and its Chair.
- Knowledge of NZ education system and key policy documents such as, Te Marautanga o Aotearoa, National Standards and Ngā Whanaketanga Rumaki Māori, Ka Hikitia, Pasifika Education Plan, Ministry statement of strategic intent, ERO documents and key web based resources such as TKI.
- Knowledge of Assessment for Learning (AfL) theory (including understanding the capabilities described in Clarity in the Classroom - Absolum, 2006)
- 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, reporting to parents/BOTs
- Ability to demonstrate capability in all eight dimensions of leadership described in Leadership BES.
- Ability, knowledge and understanding of Kiwi Leadership for Principals and Tū Rangatira which enable tumuaki and principals to bring these documents to life through their every- day practice
- Ability to help leaders use the inquiry and knowledge-building cycle to improve achievement and sustain effective practices.
- Ability to guide leaders in how to support their Māori teaching staff in ways that acknowledge their unique contribution to the achievement of Māori learners
- Ability to maintain strong networks with principals, the Ministry and other support organisations.
- Understand the regulatory requirements of school leaders and support the beginning principals as they take on their new roles and responsibilities in relation to managing schools and staff, and leading learning.
- Experience in using Ministry of Education and other self-review tools with school leaders in order for the beginning principals to establish areas for review and development.
- Support beginning principals to understand how to implement current government policy in a way that will improve student achievement outcomes.