EXPRESSION OF INTEREST

INSTRUCTIONAL LEADER, LITERACY AND NUMERACY

EARLY ACTION for SUCCESS

Banksia Road Public School

Expressions of Interest are sought from suitable candidates for the position of Instructional Leader at Banksia Road Public School under the Early Action for Success strategy. Teachers, Assistant Principals, Deputy Principals and Principals are encouraged to consider submitting an Expression of Interest.

Banksia Road Primary School has an enrolment of 481 students including 94% students from a non-English speaking background. The school has 19 classes, 9 of which are from Kindergarten to Year Two. This is the third year of the Early Action for Success (Literacy and Numeracy) and current initiatives of L3 (Language, Learning and Literacy) and TEN (Targeting Early Numeracy) are now embedded within the school culture which is driven by evidenced based practice.

Early Action for Success is the strategy through which the Department of Education is implementing the NSW Literacy and Numeracy Action Plan.

The strategy combines high quality leadership, a focus on individual students and early intervention to ensure K-2 students at risk of not achieving expected outcomes in literacy or numeracy are identified and receive additional support.

A feature of the strategy is the appointment of Instructional Leaders, Literacy and Numeracyto work with K-2 teachers and students.

Location: Banksia Road Public School

Level of appointment: Deputy Principal

Period of appointment: 1 August 2016 – 20 December 2016

Note: Successful applicants will retain right of return to their substantive school and position level at the end of the temporary appointment where they are a permanent NSW public school teacher.

Application Details: Applications, of no more than four A4 pages (including contact details, referees, recent experience, etc.) must include the names of two referees who are familiar with and are able to discuss your abilities and suitability for this position. One of your referees must be your current Director Public Schools NSW or Principal. Candidates may be required to participate in an interview as a component of the EOI process.

Applications to:Applications are to be submitted by email to Mr Christopher Charles Director PSNSW Canterbury Network by4.30 pm Monday 1August 2016 at

EAfS Website:

INSTRUCTIONAL LEADER, LITERACY AND NUMERACY

ROLE

The role of the Instructional Leader, Literacy and Numeracy is to work in close collaboration with the school principal and the school executive in:

  • Realigning the school plan, to clearly describe the shared expectations and targets for improvement in literacy and numeracy outcomes for students in the early years of schooling. This process will include the realignment of existing and new school resources to focus on evidence based strategies that build teacher capacity to achieve these outcomes.
  • Building teacher capacity to identify the literacy and numeracy learning needs of students in the early years of schooling.Leading local decision making regarding the choice of tiered literacy and numeracy intervention strategies based on the analysis of student learning needs.
  • Identifying teacher professional learning needs and providing high quality professional learning and in-class support. Ensure teachers gain expertise and knowledge in differentiating instruction to improve student Literacy and Numeracy outcomes in the early years of schooling.
  • Monitoring the impact of practice and interventions on student literacy and numeracy learning in the early years of schooling

SKILLS AND EXPERIENCE

  • Proven successful experience in leading the improvement of learning outcomes in literacy and numeracy for students in the early years of schooling.
  • Demonstrated knowledge of, and experience in, implementing successful innovation and change that has resulted in improved learning outcomes for students in the early years of schooling.
  • Demonstrated deep understanding of current research in effective instructional leadership and effective high quality teaching in literacy and numeracy acquisition.
  • Demonstrated experience in the provision of high quality differentiated professional learning that has enhanced teacher capacity in improving literacy and numeracy outcomes for students in the early years of schooling.
  • Demonstrated capacity to work alongside teachers to both model and support teaching and assessment skills in literacy and numeracy in the early years of schooling.
  • Outstanding communication skills with the demonstrated capacity to contribute to building and strengthening a collaborative learning culture in a school.

Early Action for SuccessJanuary 2016