Vice Principal in Rathfriland

Qualifications

• Hold a teaching qualification which meets the requirements for recognition to teach in grant-aided schools in Northern Ireland.
• Preference may be given to those applicants who have successfully completed an additional post graduate (or equivalent or higher) qualification in Education or are in the process of obtaining such a qualification.

Experience

• Have a minimum of 5 years post qualification teaching experience in post-primary education, and/or equivalent experience in an affiliated educational body working in an area that relates to the post-primary sector, within the last 10 years.
• Currently hold or have held for a minimum of 2 years AND within the last 7 years:

• A post with experience of strategic leadership or co-ordination of a whole school area at a minimum level of SMT/SLT to include monitoring and evaluation resulting in measurable school improvement;
• A post of Principal or Vice-Principal;
• A post with leadership and management experience within an affiliated body.

Essential Knowledge

• The Northern Ireland Primary Curriculum and current policies and procedures.
• Current educational developments and the ability to evaluate and respond to new educational challenges and manage change effectively.
• Effective classroom pedagogy and how to ensure high standards of teaching, learning and achievement throughout the school.
• Effective data management.
• Effective organisational management including the appropriate deployment of resources.

Skills

• Lead, motivate, manage, challenge and enthuse others.
• Create an ethos and articulate vision for the future of the school.
• Develop good relationships at all levels and promote a collaborative and team approach among staff, pupils, parents and governors.
• Lead strategically and develop self and others in order to achieve outcomes.
• Promote, achieve, monitor and evaluate high standards of teaching, learning and achievement throughout the school.
• Develop effective partnerships between the school and the local community.
• Communicate effectively orally and in writing.
• Organise and prioritise workload effectively.
• Deal with staffing matters in accordance with EA policies and procedures.
• Manage time effectively.

Personal Qualities

• Vision.
• A sound value system.
• Enthusiasm and motivation.
• Assertiveness and confidence.
• A caring child centred approach.
• Integrity.
• Advocacy and empathy.
• Discretion.
• An ability to cope under pressure.
• Tact and diplomacy.
• Decisiveness.
• Adaptability.

The Board of Governors reserves the right to enhance the essential criteria if necessary in order to facilitate a manageable shortlist. Applicants must be registered with the General Teaching Council for Northern Ireland (GTCNI) upon taking up employment. Please note the onus is on candidates to provide sufficient detailed information on their application forms in order to demonstrate how they meet each of the criteria. Failure to do so may result in a candidate not being shortlisted since selection panels cannot make assumptions in the absence of essential information.

Disclosure of Criminal Background

The Safeguarding Vulnerable Groups (Northern Ireland) Order 2007 defines working directly with children or young people or in specified places as ‘regulated activity’. In the event that you are recommended for appointment to a post that involves ‘regulated activity’, the Education Authority will be required to undertake an Enhanced Disclosure of Criminal Background. Please note that you WILL be expected to meet the cost of an Enhanced Disclosure Certificate. Details of how to make payment will be sent to you at the pre-employment stage. Further information can be accessed at NI Direct or the Department of Justice.

Professional Duties of a Vice-Principal

The successful candidate will work within the agreed Terms and Conditions of Service for Vice-Principals. The Vice-Principal will be required to deputise for the Principal when necessary and take an active part in all aspects of school life. In addition to a part-time teaching commitment and membership of the School Leadership Team, the Vice-Principal’s duties will include:

• Leading learning through example by high standards of teaching and learning.
• Assisting the Principal in all areas of leading learning and teaching, school administration, management and organisation.
• Assisting the Principal in leading School Development Planning, School Evaluation Self-Evaluations and Staff Development (INSET).
• Curriculum Co-ordination including overseeing the development and delivery of the curriculum across the Key Stages.
• Assisting the Principal in co-ordinating curriculum development, including planning, benchmarking, target setting, PRSD, monitoring the quality of provision within the school.
• Assessment coordinator for the school.
• Assisting the Principal in the promotion of positive behaviour and assertive discipline.
• Chair of the Safeguarding Team and ensure that children have the best opportunity to reach their potential (with a particular interest in the Gifted/Talented).
• Act as line manager for classroom assistants.
• Assisting the Principal with financial administration including budget planning and projections, allocations and monitoring spend and reconciliations.
• Responsibility for timetables and rotas.
• Maintaining, developing and promoting formal and informal links with parents.
• Assist the Principal in organising major school events.
• Responsibility for extra-curricular activities.
• Assisting with lunch time cover.
• Undertaking such other duties as the Principal may require.

Keep abreast of and anticipate educational trends; think strategically to build and communicate a shared coherent vision; create an ethos and provide direction, which promotes a culture of high expectation, successful learning and achievement; inspire, challenge, motivate and empower others to carry the vision and ethos forward; model the values and ethos of the school. Provide high quality leadership to secure improvement; collaborate and network with others within and beyond the school; foster a culture of shared/distributed leadership; develop, empower and sustain individuals and teams; support the development of an open, fair, equitable culture and manage conflict effectively; support and challenge performance in order to raise standards; work with others to lead professional development for all staff within the context of the school’s development plan in order to support effective teaching and learning. Cultivate enthusiasm for and commitment to the learning process. Lead and manage the development of an effective learning and teaching culture. Lead and manage the self-evaluation process; work with staff and others to analyse a range of data, interpret outcomes and plan for improvement. Ensure effective implementation of the NI Curriculum, share good practice and work with others to challenge and address pupil under-achievement. Lead and manage the development and promotion of a positive image of the school within the local community and beyond; develop and maintain strong and effective relationships with parents and the local and wider community; ensure effective channels of communication are in place between the school and the local and wider community; listen to, reflect and act on community feedback; recognise and lead others to ensure that strategic planning takes account of the richness and diversity of the school’s communities and community feedback; work closely with other relevant statutory and voluntary agencies to enhance the education of all pupils. Prioritise, plan and organise themselves and others; think creatively to anticipate and solve problems; make sound decisions based on a range of informed judgments; establish and maintain appropriate structures and systems; lead and manage the development and implementation of the School Development Plan; delegate tasks and monitor their implementation; manage resources efficiently and effectively: human, physical and financial. Create and develop a culture in which all Governors and staff recognise that they are accountable for the success of the school; combine the outcomes of regular self-evaluation, ETI inspection evidence and other external evaluations in order to develop the school; lead and manage the process of monitoring and evaluating effectively school outcomes, policies and procedures; work with the leadership team and others to recognise and disseminate effective practice and challenge and address unacceptable performance; work closely with and provide effective reports to Governors on the school’s progress and development.