Common use of RESPONSIBLE TO Clause in Contracts

RESPONSIBLE TO. The Principal or Deputy Principal and the BOT. The effective operation of the Syndicate/own class and positive contribution towards your team. This includes the overall management and professional leadership and areas of delegated school responsibilities. This includes the implementation of the aims and objectives of the National Curriculum and CPS Curriculums and School Charter through School Policies, Procedures and Programmes. Children, Parents and Caregivers, Principal, Deputy Principal and staff, Board of Trustee Members, PTA, Community Groups, Education Agencies, Education Colleagues. Refer Education Council for more information on the Code. Professional knowledge ● curriculum ● Treaty of Waitangi ● learning and assessment theory ● demonstrate a high level of knowledge of relevant curriculum, and of current learning and assessment theory ● demonstrate a commitment to their own on-going learning (Self Appraisal and Appraisee Reflection) ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Teaching techniques ● planning and preparation ● teaching and learning strategies ● assessment/report ing ● use of resources and technology ● demonstrate a broad range of highly effective teaching techniques ● continually evaluate and reflect on their teaching and act on areas where it can be improved ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Motivation of students ● student engagement in learning ● expectations that value and ● demonstrate a wide range of techniques that provide strong motivation for a diversity of students ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Classroom management ● student behaviour ● physical environment ● respect and understanding ● demonstrate a high level of commitment to student welfare and learning ● effectively manage challenging learning environments ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Communication ● Student's ● Colleagues ● families/whanau ● demonstrate highly effective communication skills when interacting with students, colleagues and families/whanau ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Support for and co-operation with colleagues ● support and provide effective assistance to colleagues in improving teaching and learning ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Contribution to wider school activities ● successfully organise aspects of programmes within the school to promote teaching and learning ❑ Standard Exceeded ❑ Standard Met ❑ Requires development

RESPONSIBLE TO. The Principal or Principal/Deputy Principal Principal/Team Leader and the BOT. The effective operation of the SyndicateTeam/own class and positive contribution towards your team. This includes the overall management and professional leadership and areas of delegated school responsibilities. This includes the implementation of the aims and objectives of the National Curriculum and CPS Curriculums and School Charter through School Policies, Procedures and Programmes. Children, Parents and Caregivers, Principal, Deputy Principal Principal, Team Leader and staff, Board of Trustee Members, PTA, Community Groups, Education Agencies, Education Colleagues. Refer Education Council for more information on the Code. Professional knowledge ● curriculum ● Treaty of Waitangi ● learning and assessment theory ● demonstrate a high level of knowledge are competent in the content of relevant curriculum, curriculum ● keep informed of developments in curriculum and of current learning and assessment theory ● demonstrate a commitment to their own on-going learning knowledge of the Treaty of Waitangi and te reo me ona tikanga (Self Appraisal and Appraisee Reflection) ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Teaching techniques ● planning and preparation ● teaching and learning strategies ● assessment/report ing ● use of resources and technology ● use appropriate teaching objectives, programmes, learning activities, and assessment ● demonstrate a broad range of highly effective teaching techniques ● continually evaluate demonstrate flexibility and responsiveness ● impart subject content effectively use appropriate technology and resources ● reflect on their teaching and act on areas where it can be improved with a view to improvement ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Motivation of students ● student engagement in learning ● expectations that value and ● demonstrate a wide range of techniques recognise and support diversity amongst individuals and groups ● engage students in learning ● establish high expectations that provide strong motivation for a diversity of students value and promote learning ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Classroom management ● student behaviour ● physical environment ● respect and understanding ● demonstrate manage student behaviour positively ● establish good relationships with students and respect their individual needs and cultural backgrounds ● organise a high level safe physical environment ● create an environment of commitment to student welfare respect and learning understanding ● effectively manage challenging learning environments provide and maintain a purposeful working atmosphere ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Communication ● Student's ● Colleagues ● families/whanau ● demonstrate highly effective communication skills when interacting communicate clearly and accurately in either, or both, of the official languages of New Zealand ● provide feedback to student's ● communicate with studentsfamilies, whanau and caregivers ● share information with colleagues and families/whanau ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Support for and co-operation with colleagues ● support establish and provide maintain effective assistance to working relationships with colleagues ● encourage others and participate in improving teaching and learning professional development ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Contribution to wider school activities ● successfully organise aspects contribute to the life of programmes within the school to promote teaching and learning ❑ Standard Exceeded ❑ Standard Met ❑ Requires development

RESPONSIBLE TO. The Principal or Principal/Deputy Principal and the BOT. The effective operation of the Syndicate/own class and positive contribution towards your team. This includes the overall management and professional leadership and areas of delegated school responsibilities. This includes the implementation of the aims and objectives of the National Curriculum and CPS Curriculums and School Charter through School Policies, Procedures and Programmes. Children, Parents and Caregivers, Principal, Deputy Principal and staff, Board of Trustee Members, PTA, Community Groups, Education Agencies, Education Colleagues. Refer Education Council for more information on the Code. Professional knowledge ● curriculum ● Treaty of Waitangi ● learning and assessment theory ● demonstrate a high level of knowledge of relevant curriculum, and of current learning and assessment theory ● demonstrate a commitment to their own on-going learning (Self Appraisal and Appraisee Reflection) ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Teaching techniques ● planning and preparation ● teaching and learning strategies ● assessment/report ing ● use of resources and technology ● demonstrate a broad range of highly effective teaching techniques ● continually evaluate and reflect on their teaching and act on areas where it can be improved ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Motivation of students ● student engagement in learning ● expectations that value and promote learning ● demonstrate a wide range of techniques that provide strong motivation for a diversity of students ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Classroom management ● student behaviour ● physical environment ● respect and understanding ● demonstrate a high level of commitment to student welfare and learning ● effectively manage challenging learning environments ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Communication ● Student's ● Colleagues ● families/whanau ● demonstrate highly effective communication skills when interacting with students, colleagues and families/whanau ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Support for and co-operation with colleagues ● support and provide effective assistance to colleagues in improving teaching and learning ❑ Standard Exceeded ❑ Standard Met ❑ Requires development Contribution to wider school activities ● successfully organise aspects of programmes within the school to promote teaching and learning ❑ Standard Exceeded ❑ Standard Met ❑ Requires development The Professional Standards for Assistant and Deputy Principal’s below sits outside of your official job description. It is there solely to serve the purpose of aspirational good practice to assist you in developing your leadership and management skills and practices. We will separately and together reflect on the AP/DP Professional Standards at the same time as your formal review. ▇▇▇▇ ▇▇▇▇▇▇ A senior manager is a leader of learning who contributes high quality professional knowledge and skills to improve teaching and learning ● Undertake professional reading and stay up to date with current initiatives in effective teaching and learning through professional development. ● Utilise, model and practice effective teaching and learning in the teaching and learning environment. Model good practice. ● Timetable leadership events to coincide with whole school units of learning. ● Organise scheduled meetings to discuss issues and timetables. ● Be available for questions and assistance. ● Attend meetings as required. ● Contribute to discussions within the senior management team. ● Demonstrate flexibility and understanding in the whole school context and deputise as required. ● Have an awareness of the classroom teaching environment across the classrooms I have responsibility for. ● Communicate high expectations of the performance of teachers. Self Appraisal of these dimensions: ❑ Standard Exceeded ❑ Standard Met ❑ Requires development ● Demonstrates a thorough understanding of current approaches to effective teaching and learning ● Provides professional leadership to staff within the delegated areas of responsibility ● Makes constructive contributions to the work of the senior management team in a manner which supports effective school organisation and improved teaching and learning outcomes for students ● Understands and applies where appropriate, current practices for effective management from both within and beyond education ● Supports the principal in the leadership and management of the school and deputises when required ● Identifies and acts on opportunities for improving teaching and learning ● Reflects on own performance assessment and demonstrates a commitment to own on going learning in order to improve performance A senior manager successfully works within the framework of our national and school requirements in order to improve learning outcomes for students. ● Carefully manage the consultation process, drawing on the expertise of key staff. ● Continue to read widely, access web-based databases and use other resources to deliver relevant policies and programmes. ● Stay up to date with current Ministry requirements. ● Understand the unique nature of Cambridge Primary. ● Attend and initiate meetings and discussions on programmes and policies on effective teaching and learning. ● Actively work within the Board of Trustees policies. ● Respond to the unique requirements of the Cambridge Primary School community. Self Appraisal of these dimensions: ❑ Standard Exceeded ❑ Standard Met ❑ Requires development ● Initiates, plans and manages in association with the principal and other staff, policies and programmes which meet national requirements, are consistent with the school’s charter and strategic planning, and which reflect the school’s commitment to effective teaching and learning ● Understands the implications of New Zealand’s changing cultural, social and economic context and ensures that these changes are reflected in the policies and programmes within the delegated areas of responsibility A senior manager’s role is to make a positive difference to teaching and learning ● Use the appraisal process as an opportunity to identify and celebrate areas of good performance. ● Use the appraisal process to identify areas of improvement and to support staff to improve performance. ● Develop shared responsibility across the team and delegate where appropriate. ● Identify and develop leadership capacity within the school team. ● Consult with the principal regarding issues that may arise. ● Be up to date with current teaching ideas and be able to model quality teaching and learning in the classroom. ● Understand the strengths and development needs within the staff. ● Support staff and promote responsibility within the school. Self Appraisal: ❑ Standard Exceeded ❑ Standard Met ❑ Requires development ● Participates in the school’s performance management systems and makes recommendations to the principal on appropriate professional development opportunities for staff ● Motivates and encourages staff to improve the quality of teaching and learning ● Devolves responsibilities and delegate tasks where appropriate A senior manager ● Attend meetings as directed by the Principal. ● Organise events that involve the community and the school. ● Report to principal on a regular basis on the delegated areas of responsibility. ● Have a current understanding of the school policies and know how to access information when required. ● Be available to discuss and assist the principal and other staff regarding school issues. ● Be approachable and supportive of all staff members and maintain and exercise discretion at all times. ● Understand the context of the school from the position of a senior manager and communicate effectively, honestly and openly with the senior management team. ● Maintain professional integrity and conduct when communicating with others. Relationships are based on improving student outcomes. ● Staff are consulted and provided with opportunities to respond. actively pursues quality relationships through effective communication.