Vice Principal Pastoral Care And Behaviour Management

VICE PRINCIPAL

PASTORAL CARE AND BEHAVIOUR MANAGEMENT

Leadership Scale 19-23

CONTEXT

The Wallace High School is a successful, well respected and innovative grammar school focused on meeting the needs of our young people through the provision of well developed, self-evaluative Pastoral Care and Behaviour Management systems. The school prides itself on its very high and improving academic standards and the depth and breadth of its curricular and extra-curricular provision. The school’s core values of commitment, opportunity, respect and excellence permeate school life and are pivotal in decision making, self-evaluation and in defining our ethos.

A school with a rich history, the legacy of Sir Richard Wallace, our founder, is an important aspect of our heritage. His philanthropic giving, his concern for others and his value for education remain as relevant today as in 1880 when he founded the school.

A highly selective grammar school, The Board of Governors is committed to the continued use of academic criteria for the purposes of selection. Tradition and innovation sit comfortably together in our school. We respect the past, value what it has taught us but wish to prepare our young people for the future, for life beyond Wallace and for the world of work. We want our young people to be leaders in their chosen careers, significant contributors to society and responsible citizens.

A coherent Pastoral Care and Behaviour Management system in which each individual takes responsibility for his/her actions and his/her role in our school is at the heart of our school ethos.

An innovative forward thinking school, our one to one digital project is proof of our commitment to our young people and the creativity of our staff.

MAIN RESPONSIBILITIES

Core Responsibilities of the Post

• Leadership of the Pastoral Care system.
• Leadership of the Behaviour Management system.
• Deputy Designated Child Protection Officer.
• Coordination and quality assurance of reporting process for winter and summer internal examinations.
• Coordination of the school calendar.
• Leadership of the promotion of pupil health, well-being and personal development in the curriculum.
• Overseeing both the quality and provision of the extra-curricular programme and its uptake.
• Organisation of Parent Teacher meetings.
• Overseeing Primary School liaison, admissions assessments for entry other than into Year 8.
• Overseeing the induction of all new pupils.
• Coordination of the student council and development of pupil voice surveys.
• Responsibility for pastoral and Behaviour Management sections of the School Development Plan.
• Attendance and delivery of reports at Board of Governors Meetings, Intake Committee Meetings and Education Committee Meetings.
• Development of self-evaluation strategies to monitor, evaluate and review the pastoral and Behaviour Management systems.
• Analysis of pastoral and academic data for the purposes of pupil tracking and target setting.
• Organisation and supervision of the Pastoral VP Saturday morning detention as per the School’s Behaviour Management Policy.
• Organisation of staff supervision rotas.
• Leadership of staffing working parties related to post.
• Responsibility for upholding the highest standards of uniform wearing, through ongoing development of uniform policy and ensuring its enforcement.
• Development and analysis of student and parent surveys to inform practice and planning.
• Review and evaluation of policies relevant to the job description.
• Other duties as requested including deputising for the Principal as required.

Line Management Roles

The effective line management of a range of teams and individuals is key to the success of this role. Both Vice Principals are required to strike a balance between strategic overview and operational input to ensure the effective working of all staff teams in the school.

The Pastoral Care/Behaviour ManagementVice Principal has line management responsibilities for the following staff and teams:

Teams

7 Heads of Year and 7 Assistant Heads of Year

School Counsellors

Sixth Form Centre Supervisors

2 Heads of House

Individuals

Coordinator of the taught Personal Development Programme

Senior Teacher – Safeguarding and Attendance

Senior Teacher – SENCO and Additional Needs

Senior Teacher – Staff Development

Data Manager

Coordinator of Prefects

Coordinator of Main Assemblies

General Roles: Vice Principal

The 2 Vice Principals and the Principal work together as members of the Senior Management Team to take a key role in strategic planning, improving standards as well as in the day to day running of this large, busy and successful school.

The 2 Vice Principals teach a reduced timetable of approximately 10 x 35 minute periods per week. This allocation can increase depending on the needs of the school annually.

The successful candidate will share a number of general leadership responsibilities with the Principal and Vice Principal Curriculum and Standards including presenting at assemblies, writing UCAS references, attendance at functions, corridor presence, parents’ meetings, involvement in staff appointments and promotions, support of the extra-curricular and sports’ programme by attendance at Saturday morning and other fixtures on a regular basis.

PERSONNEL SPECIFICATION

The successful candidate will demonstrate the following skills, qualities and attributes:

Leadership of People

• Successful experience in leading teams of staff;
• Ability to persuade and lead individuals and groups of staff to achieve agreed objectives;
• Ability to show respect and consideration for others;
• Ability to be resolute in achieving agreed outcomes.

Communication

• Ability to present, on paper and verbally, concepts, intentions and arguments;
• Approachability with capacity to communicate effectively with a variety of audiences;
• Ability to listen to and learn from the views of others.

Strategic Perspective

• Ability to think strategically;
• A vision of a high quality, broad, balanced and progressive curriculum to meet the needs of the individual student;
• Ability to consider short, medium and long term implications when forming an opinion and taking decisions.

Decision Making

• Willingness to understand accountability and accept responsibility for agreed decisions;
• Confidence to make judgements in delegating responsibilities to others.

Planning and Organisation

• Ability to prioritise and plan objectives;
• Financial awareness and an understanding of voluntary school budgets in the context of planning and strategic decision making;
• High levels of efficiency and good time management.

The Role of a Member of the Leadership Team

Is committed to:

• A collaborative school vision of excellence and equity that sets high standards for every pupil.
• The setting and achieving of ambitious, challenging goals and targets
• The use of appropriate new technologies in enhancing learning within and beyond the school.
• Inclusion and the ability and right of all to be the best they can be.

Supports the Senior Management Team to:

• Ensure the vision for the school is clearly articulated, shared, understood and acted upon effectively by all.
• Work within the school community to translate the vision into agreed objectives and operational plans which will promote and sustain school improvement.
• Demonstrate the vision and values in everyday work and practice.
• Motivate and work with others to create a shared culture and positive climate.
• Ensure creativity, innovation and the use of appropriate new technologies to achieve excellence.
• Ensure that strategic planning takes account of the diversity, values and experience of the school and community at large.

Is committed to:

• The raising of standards for all in the pursuit of excellence.
• The continuing learning of all members of the school community.
• The entitlement of all pupils to effective teaching and learning.
• Choice and flexibility in learning to meet the personalised learning needs of every child.

Supports the Senior Management Team to:

• Demonstrate personal enthusiasm for and commitment to the learning process.
• Demonstrate the principals and practice of effective teaching and learning.
• Access, analyse and interpret information.
• Initiate and support research and debate about effective learning and teaching and develop relevant strategies for performance improvement.
• Acknowledge excellence and challenge poor performance across the school.
• Promote, facilitate and manage school’s capacity to develop and deliver appropriate curricular experience for all pupils.

Is committed to:

• Effective working relationships.
• Shared leadership.
• Effective team working.
• Continuing professional development for self and all others within the school.

Support the Senior Management Team to:

• Foster an open, fair, equitable culture and manage conflict.
• Develop, empower and sustain individuals and teams.
• Collaborate and network with others within and beyond the school.
• Challenge, influence and motivate others to attain high goals.
• Give and receive feedback and act to improve personal performance.

Is committed to:

• Distributed leadership and management.
• The equitable management of staff and resources.
• The sustaining of personal motivation and that of all staff.
• The developing and sustaining of a safe, secure and healthy school environment.
• Collaborating with others in order to strengthen the school’s organisational capacity and contribute to the development of capacity in other schools.

Supports the Senior Management Team to:

• Establish and sustain appropriate structures and systems.
• Manage the school efficiently and effectively on a day-to-day basis.
• Delegate management tasks and monitor their implementation.
• Prioritise, plan and organise themselves and others.
• Make professional, managerial and organisational decisions based on informed judgements.
• Think creatively to anticipate and solve problems.

Is committed to:

• Principles and practice of school self-evaluation.
• The school working effectively and efficiently towards the academic, spiritual, moral, social, emotional and cultural development of all its pupils.
• Individual, team and whole-school accountability for pupil learning outcomes.

Supports the Senior Management Team to:

• Develop a school ethos which enables everyone to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility for outcomes.
• Ensure individual staff accountabilities are clearly defined, understood and agreed and are subject to rigorous review and evaluation.
• Work with the Board of Governors (providing information, objective advice and support) to enable it to meet its responsibilities.
• Develop and present a coherent, understandable and accurate account of the school’s performance to a range of audiences including governors, parents and carers.
• Reflect on personal contribution to school achievements and take account of feedback.

Is committed to:

• Effective team work within the school and with external partners.
• Work with other agencies for the wellbeing of all pupils and their families.
• Involvement of parents and the community in supporting the learning of children and in defining and realising the school vision.
• Collaboration and networking with other schools to improve outcomes.

Supports the Senior Management Team to:

• Recognise and take account of the richness and diversity of the school’s communities.
• Engage in a dialogue which builds partnerships and community consensus on values, beliefs and shared responsibilities.
• Listen to, reflect and act on community feedback.
• Build and maintain effective relationships with parents, carers, partners and the community, that enhance the education of all pupils.

QUALIFICATIONS AND EXPERIENCE

Essential Criteria

Applicants must:

• Have a good honours degree (2:2 minimum) or equivalent qualification.

• Hold a teaching qualification which meets the requirements for recognition to teach in grant aided schools and be registered with the GTCNI by the agreed time of commencement.

• Have a minimum of 10 years’ teaching experience, in the past 12 years, in a post primary school of more than 500 students, with a Sixth Form of more than 100 students (as of September 2023).

• Have a minimum of 10 years’ teaching experience at GCSE and a minimum of 8 years’ experience at Advanced Level (as of September 2023).

• Have a Teaching Allowance of at least 3 points for a minimum of 3 years (as of September 2023).

• Be able to demonstrate evidence of continuing professional development through attendance at relevant courses including internally generated school staff development.

Desirable Criteria

Applicants:

• Be able to demonstrate success in leading whole school planning and development in two areas of school life from the following:

(This criterion will be assessed. The scores assigned may be used to place candidates in rank order for the purposes of shortlisting.)

(1) Pastoral Care

(2) Behaviour Management

(3) Data Handling and Target Setting

(4) Staff Development

(5) Student Voice

The Board of Governors reserves the right to enhance the above criteria at shortlisting.

The successful candidate will be appointed on leadership point 19 on the Leadership Scale of 19-23. The Vice Principal will be reviewed annually through the PRSD procedure by the Principal. The outcome will form the basis of any pay progression which may be agreed within the school’s salary range.

APPLICATIONS

It is preferred that application forms are emailed in Word format to the Principal’s Personal Assistant, Mrs McDowell at . An acknowledgement will be sent by return of email. Applicants should ensure that they indicate clearly on their application form how they meet the criteria.

The closing date for receipt of application forms is Wednesday, 13 March 2024 at

12 midday.

In order to comply with DE guidelines on Child Protection shortlisted applicants should bring an original birth certificate and/or marriage certificate (if appropriate) plus photographic ID to their interview.

NB: It is an offence for an individual who is on either of the Department’s Lists (UP List and/or List 99), or who is the subject of a disqualification order from the courts, to apply for, or offer to do any work, paid or unpaid, in a regulated position.