LEAD TEACHER / SENIOR LEADER CRITERIA

Riverdale School Job Description

JOB DESCRIPTION: Senior Teacher / Lead Teacher in the Arts
RESPONSIBLE TO: Principal / Deputy Principal

SECONDARY RESPONSIBILITIES:


teacher induction- PRT programme: support, mentoring, guidance, observation, feedback
teacher appraisal- guidance, teacher inquiry support, development of an aligned pedagogy for our   collaboration
curriculum leadership- inquiry focussing, planning and assessment tracking and delivery
school wide data- maintenance of the online data management system ETAP, mark book assignment,
alignment of skill ID’s and markbooks with school curriculum
performing arts lead teacher- school singing assemblies, end of term singing item


Drew Pouniu                  Team Leader / Appraisal
Lead Teacher – The Arts
Literacy Leader (Writing) Shared role in 2015                                              

LEAD TEACHERS

LITERACY, MATHEMATICS, E-LEARNING,
INQUIRY LEARNING

The Lead Teachers of E- Learning, Literacy, Numeracy, Maori Achievement, The Arts at Riverdale School shall provide all required leadership and support to the school in all aspects of their area of responsibility, especially professional development, student programmes of learning and cluster/school liaison.

Key Competencies:
  • inspire, lead and support staff effectively
  • communicate effectively with ( and relate to) students, staff, parents, outside agencies, the community and visitors to the school
  • Personalise systems, approaches and relationships.
  • Multi task and prioritize
  • Monitor /  Analyse achievement data
  • Develop an action plan for the role by end of March
  • Carry out self-review – Term 4
  • End of year report to BOT – Term 4
  • Accept increasing responsibility as delegated by the Principal

Lead Teachers  - Literacy, Numeracy, Maori Student Achievement, 
E-Learning, The Arts

Key Tasks
Indicators
Intended Outcomes
Drive the schools learning and professional development programmes in literacy, numeracy, e-learning, Maori Student Achievement or The Arts
Liaise with facilitators and co-lead the co-ordination and in-school delivery of literacy, numeracy, e-learning, Maori Student Achievement or The Arts
Develop timetables for Professional Learning
To provide, arrange “just in time” support for staff
Maintain purpose, momentum and expectations
A focus on sound learning pedagogy
Model effective use of literacy, numeracy, e-learning, Maori Student Achievement or The Arts
Make arrangements for any in-class support, self-interviewing or learning circles, as required, as part of the Teacher Inquiry Cycle
All staff effectively implementing a cycle of Teacher Inquiry in the areas of literacy, numeracy, e-learning, Maori Student Achievement or The Arts as required
Develop an action plan
Co-develop an action plan for the school (with the Principal) which gives rise to goals, underlying principles, actions required and support/resources necessary
Evaluate and modify (if required) the plan
Stakeholders consulted
Future-focused plan with clear-direction and goals known to all stakeholders.
Monitor and report progress
Develop, co-develop and/or action surveys or other such assessments that quantify current capability and lead to effective measurement of “added value”.  
Provide written and/or oral reports to the Board of Trustees about the impact of PLD along with recommendations
Provide/present results and data to staff and BOT in literacy, numeracy and Maori Student Achievement
Add value known
Relevant, reliable and valid data with which evaluations and future action can be based upon
Develop own Professional Capability
Read widely
Reflect weekly on professional learning using a personal or cluster blog
Participate effectively in own PLD
Effective management of change
Respond to evidence, be open to change
Ongoing new (personal) knowledge and capability gained and shared.
Foster a strong sense of within and across school collaboration
Identify and encourage sharing of practice at all levels
Encourage teachers to share across schools as required eg. Writing Cluster in 2014
Strong professional learning community sharing expertise, knowledge, successes and frustrations feely for the benefit of all.


EVIDENTIAL NOTES:
Drive school PD:
The teachers in my team, through my direction and model, have undertaken effective teacher inquiry. Both of which focus heavily on the "sound learning pedagogy" mentioned in the above criteria. My focus is to highlight MLP in practice. This is harder to collect student voice on and assess against a diagnostic set of research data. However, it is possible to chronicle the learning journey and development of our MLE through student voice.


Our planning and assessment is driven by the goal of individually personalising learning through the delivery of robust teaching practices, which integrate e-learning.

I consistently model 21st Century practices in our MLE, and drive the curriculum of Poutama. Although I model practice I deem 21st Century, it is within the strengths of my co-teachers that I have drawn much inspiration in the development of our programme. We have tailored our teaching specifically to our context. As the year has progressed we have a much more unique MLE / FLE, one with which is ours.

Collaboratively, we have developed the linear Maths workshops, and rich-maths learning tasks we do twice a week. Our must-dos and can-dos tracking methodology of student agency has enabled our learners to timetable their day based on deadlines, and learner interest. It has proven to be most effective in ensuring learners 'take responsibility' of their learning.

We have reviewed the learning spaces and with student voice, made changes to the space to make it conducive to the changing nature of how we use our learning space. During colder months, we can no longer work outside to breakout. The development of our unique spaces is based in part on Bray & Claskey's model of learning spaces. Refer: MLP part 7 As such, we have begun to be more clever about how we use the space.

The Arts is integrated very well into our Term 2 programme, with another impending school assembly, we have rehearsed items for it to be delivered at assembly.

Monitor and report progress:
Our students are measured against criteria that we have set, we have pinpointed learning deficits, and to bridge gaps set up tracking systems to ensure that we cover the termly focus, namely punctuation or report writing. We individually feed our data into shared google docs, and then for report writing, we have been able to review these notes, and then write our mid year.

As part of my lead teacher / senior leader professional development, my principal has made me a part of a PLD, with two other young teachers. We have met twice so far, with visits to three schools under my belt, I have been exposed to the varying states of MLE and developing pedagogy. With this in mind, I have driven discussions in my team to re-think or re-affirm our practice.

My role as the lead teacher in e-learning has driven me to read widely, especially on twitter and the web to source online resources to promote learning. Throughout the year I have sent an array of emails with free PD for my colleagues. I tried making it a weekly goal to implement something new into my programme.

Here is a selection-




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