Deputy Principal

Position Overview

Rangitoto College seeks to appoint a Deputy Principal for the start of Term 4. The successful applicant be an exceptional educational leader who will hold responsibility for student experience within a pastoral area or year level, alongside leading in areas of strategic importance for the school. We are currently reviewing responsibilities across the leadership team and, as a result, have some flexibility for the ultimate allocation of responsibilities. For this reason, this advert focuses on the capability of the leader and their ability to connect with the Senior Leadership Team to deliver ongoing improvements in outcomes for students at Rangitoto College. 

The following is what we expect from the members of our highly effective leadership team:

Core Competencies & Personal Characteristics

The ideal candidate will have demonstrated strength and maturity in the following areas:

• Reflective Practice: High self-awareness, personal integrity, and a strong professional work ethic. 
• Cultural Responsiveness: A deep commitment to Mātauranga Māori and the promotion of a culturally inclusive environment which is reflective of our school community. 
• Engaging Communicator: Approachable, responsive, and highly effective in connecting with staff, students, and whānau. 
• Inspirational Collaborator: Ability to build highly effective teams, inspire others, and grow leadership capacity across the school. 
• Community connections: Ability to build and maintain effective relationships with our community. 

Leadership Capabilities

Underpinned by the Teaching Council’s Leadership Capability Framework, our Deputy Principals excel across these core areas: 

Building and sustaining high-trust relationships: 

• These relationships are built on professional credibility, deep educational expertise, mutual respect, and a high level of emotional intelligence and self-awareness
• High trust relationships are also built and sustained with stakeholders beyond the organisation, so that it can draw on wider knowledge and support, and challenge and contribute its own learning to other organisations and wider stakeholders, both within education and beyond. 

Building and sustaining collective leadership and professional community including: 

• Using their deep educational expertise to develop leadership and knowledge within the area they are responsible for by:   
• Drawing on individual and collective strengths. 
• Providing opportunities for others to actively contribute to initiatives and extend their knowledge and skills.
• Ensuring that knowledge to improve learning is built and shared. 
• Ensuring that problems impeding learning and wellbeing in the area are identified and resolved. 
• Proactively drives innovation by piloting new initiatives grounded in evidence-based inquiry and a thorough evaluation of current practice. 

Strategically thinking and planning:

• Taking responsibility for ensuring that the school’s vision, goals, and expectations are focused on continual improvement. Developments are inclusive and build the understanding and commitment by all who contribute to the life of the organisation, within and beyond. 
• Working closely with organisational leaders in the review of progress, and identification of well-founded priorities and works to support team members in the next phase. 

Evaluating practices in relation to outcomes including: 

• Analysing data in evaluating outcomes for learners, using evidence to inform what it indicates about progress towards our strategic priorities. 
• Using this analysis and their own learning to collaboratively identify actions to improve, and the best way to allocate resources. 

Attending to own learning as leaders including:  

• Maintaining a network of professional relationships to ensure they are remain current and aware of new evidence and research-based developments.
• Seeking and uses feedback from a range of sources for continued personal growth.
• Sustaining the personal and professional relationships that challenge and nurture their own leadership growth. Actively contributes to professional learning networks, fully embodying the spirit of ako.

Embodies Rangitoto College values including: 

• Modelling behaviour that upholds the values of Rangitoto College. 
• Leading purposefully in a manner which reinforces the importance of the school values in all interactions. Thinks of new actions and supports staff who want to try initiatives that would advance the values of the school. 

Adept management of resources including: 

• Maintaining a positive relationship with the key stakeholders within and beyond the Rangitoto College community. 
• Ensuring that the change management is coherent so that staff have the time they need to make meaningful change and see gains from their effort.  
• Recruiting staff who can add to the vision, goals, and values of Rangitoto College.  
• Ensuring that staff feel valued and are supported to grow their capability to perform well. 
• Ensuring that staff engage with professional development that is focused on ongoing improvement. Ensuring that there are processes in place to manage staff who consistently find it difficult to meet the expectations of the school and profession.
• Seeking and uses expert advice related to resources and their efficient management so that the organisation maximises their best use to realise its strategic priorities.  
• Using networks beyond the organisation to extend the resources available. 

Application process:

Candidates that meet this profile are invited to apply for the role by 5pm on Monday 27 July. 

Your application will include a cover letter, current curriculum vitae and the contact details of three referees. The cover letter needs to highlight a current area of leadership within your school setting and the alignment of this to one or more of the areas of strategic priority at Rangitoto College. 

Remuneration: 8 MU’s and 1 SMA

Apply now

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