FISH & NANKIVELL SYDNEY | CANBERRA | MELBOURNE Head Office: LEVEL 7, NO. 1 COLLINS STREET MELBOURNE VIC. 3000 AUSTRALIA TELEPHONE: + 61 3 9654 7622 EMAIL: [email protected] FISH & NANKIVELL OGILVIE WATSON PTY. LTD. A.C.N. 095 449 326 / A.B.N 74 095 449 326

ANDREW BONWICK JAMES MACMILLAN KATHY McLEAN – 0414 376 698 – [email protected] IAN W.C. NANKIVELL JULIA SOUTTER

POSITION DESCRIPTION March 2021

DEPUTY PRINCIPAL THE ESSINGTON SCHOOL

CONTENTS

ORGANISATION DESCRIPTION ...... 2

BACKGROUND ...... 2 KEY ASPECTS OF THE SCHOOL ...... 3 STRUCTURE AND GOVERNANCE ...... 5 FUTURE DIRECTIONS AND KEY DRIVERS ...... 7 FURTHER INFORMATION ...... 8 POSITION DESCRIPTION ...... 9

SUMMARY ...... 9 RESPONSIBILITIES AND ACCOUNTABILITIES ...... 10 CANDIDATE PROFILE ...... 11 REMUNERATION, CONTRACT PERIOD & OTHER CONDITIONS ...... 11 EXPRESSION OF INTEREST ...... 12 APPENDIX 1 ...... 15

WHAT YOU CAN EXPECT OF THE SEARCH AND RECRUITMENT PROCESS ...... 15 APPENDIX 2 ...... 18

LIVING IN THE TERRITORY ...... 18 DARWIN CITY ...... 18 THE TERRITORY AND ITS REGIONS ...... 19 CLIMATE ...... 21 LIFESTYLE ...... 21 ECONOMY ...... 21 HOUSING ...... 21

www.penrhyn.com AALBORG AARHUS AMSTERDAM BUENOS AIRES CALGARY CANBERRA COLUMBUS COPENHAGEN DALLAS DÜSSELDORF EDMONTON LA PAZ LONDON LOS ANGELES MANILA MELBOURNE MEXICO CITY MILAN MONTEVIDEO MONTREAL MUMBAI MUNICH NEW DELHI NEW YORK OTTAWA PARIS PORDENONE PUNE SAN FRANCISCO SANTIAGO SAO PAULO SHANGHAI SINGAPORE SYDNEY TOKYO VANCOUVER VERONA VIENNA WARSAW WINNIPEG ZURICH

ORGANISATION DESCRIPTION Background The Essington School Darwin recently celebrated 30 years since first opening as a Montessori Preschool. The school took its name from the pioneering efforts of the first Northern Territory settlers at Port Essington on the Coburg Peninsula. From humble beginnings it has evolved into a vibrant, multicultural community in Darwin’s coastal suburbs, offering a seamless education program from Long Day Care and Preschool through to Year 12 and undergraduate and/or nationally accredited Vocational Education and Training programs. Currently enrolling 876 students PreK-12, Essington is realising the vision of the parents who founded it. Inspired by the tagline ‘Global thinking, Territory spirit’, and powered by the pioneering spirit of the Northern Territory, Essington aims to fuel students’ creativity and imagination, motivate students to be the best that they can be, and to be an inclusive community where everyone can belong.

The School is parent-led, non-denominational and co-educational, with a reputation for high-quality learning outcomes at a national and international level. Students achieve outstanding academic results. The Essington ethos is built upon high expectations and a commitment to excellence. There is an expectation that every student will learn and achieve positive outcomes. A snapshot of the school’s 2020 results appears on the right.

At the heart of Essington’s ethos are its values:

Respect We are considerate and actively recognise the needs of others, modelling respectful behaviour for all. We value achievement, effort and appreciate a passion for learning. Inclusiveness Diversity is celebrated within our vibrant Essington family, where everyone belongs. We are committed to bringing people and cultures together within our inclusive environment, facilitating connection with the wider community. Kindness At the heart of our caring school there is warmth and a generosity of spirit shown to everyone. Responsibility We are responsible individuals, accountable for ourselves and our actions. We believe in being courageous and dependable. This means keeping our promises. Uniqueness Our learning philosophy is fuelled by creativity and imagination. With a reputation for innovation and as pioneers at heart, we celebrate individuality and uniqueness.

The Essington School currently enrols 876 students – 126 in Early Years, 312 in Junior School (Years T-6), 216 in the Middle School (Years 7-9) and 222 in the Senior College (Years 10-12). About 1% of students are Indigenous, while about 30% of students have a language background other than English. There are over 40 different nationalities in the school, with over 70 languages and dialects

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spoken by families.

The School employs 132 staff, including 68 full time equivalent teaching staff. Most staff have served for more than 10 years at Essington.

Total revenue in 2020 was $19 million. The Year 12 tuition fee in 2021 is just over $11,000.

The School’s ICSEA value is 1087.

Key Aspects of the School History The concept for the school originated in 1983 when a group of Darwin parents got together with a view to forming a play group for children. The group was to embrace the educational philosophy of Italian educationist, Dr Maria Montessori. Originally located at the Pan Hellenic Cultural Centre in Nightcliff, the school enrolled around seventy students initially. The Essington School moved to its current facilities in late 1991 into what was previously the Rapid Creek Primary School which had closed down after Cyclone Tracy.

The school operated as Darwin's first private primary school for eight years, upon which time the school received formal registration to proceed into secondary schooling in 1997.

In 1998, the new secondary building for the Middle School, the Webb Building, was officially opened by Dr Grahame Webb. The school went from strength to strength, and in 2011 the Senior College for Years 10, 11 and 12 was established at the nearby Charles Darwin University.

School learning structure Essington offers childcare, preschool, early childhood, primary and middle school programs to Year 9 on its main campus in the coastal northern suburbs of Darwin, and senior secondary programs at the Essington Senior College, situated at Charles Darwin University. The Senior College opened in January 2011 and offers classes from Year 10 to Year 12.

The Preschool and Early Years programs at Essington build on the school’s origins in the Montessori program. The philosophy behind Modern Montessori is that children are engaged in 'action learning'. The Preschool classrooms are a prepared learning environment that include specialised Montessori equipment for the children to navigate, explore and learn under the guidance of their teachers.

The Junior School builds on the strong foundations of the Modern Montessori-based Preschool and Early Learning Years educational programs. The Australian Curriculum is enriched by the international Cambridge Curriculum. Core subjects include mathematics, English, science, humanities, music, health and physical education, visual art, digital technologies, and Indonesian language. Teaching philosophies are underpinned by a growth mindset and strengths-based approach. Passion Projects in Years 5 and 6 take a strengths-based approach that value the capacity, skills, knowledge, connections and potential in individuals and communities and use this to facilitate a range of projects. Year 6 students are encouraged to be school leaders via a distributed leadership model which focuses on personal development. All students are urged to become involved in shaping the identity of the Junior School and to work with younger students in building a strong community. Students self-nominate to leadership and projects and lead initiatives in this area.

In the Middle School (Years 7-9), students study the Australian Curriculum with a focus on the

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general capabilities of Literacy, Numeracy, Information & Communication Technology, Critical & Creative Thinking, Personal & Social Capabilities, Ethical Understanding, and Intercultural Understanding. In addition to this, elements of the International Cambridge curriculum are used to extend and enhance students’ learning. Students have the opportunity to be elected to leadership positions. Special Middle School programs include outdoor education and camps, such as Basecamp Wallaroo, the Cairns/Great Barrier Reef Marine Studies Tour, and the Duke of Edinburgh program.

Since 2011 The Essington School and Charles Darwin University have offered a unique Senior College program to international and Northern Territory students. Located at the Charles Darwin University Casuarina Campus in Darwin, the program facilitates a supported transition into university and post- secondary studies. Students have their own Senior College building with access to specialist teaching, sporting, cultural and recreational facilities on campus. Students operate in an adult learning environment, readying them for the next stage of their lives. The Senior College curriculum allows for flexible learning options. An accelerated program is offered that enables students to undertake Stage 1 and 2 subjects over three years commencing in Year 10.

It is the intention of the Board that the school be consolidated onto one site in the near future.

School improvement journey With the school having had one Principal for 20 years, in 2019 the Board initiated a series of ‘sentiment surveys’ run by respected consultants MMG Education. The anonymous surveys assessed the satisfaction level of parents, staff, and students.

Overall, the survey conducted in 2019 showed that the school is good, but with room to improve, especially in the areas of communications, leadership and the sports program.

Analysis of the data revealed that raising the profile of student voice was an important element of improvement; and seeking feedback from parents, with more regular communication from the school, is another important requirement.

This data has established a base position which will allow the school to monitor the progress of its strategic plan into the future.

In the survey parents were also asked the importance they placed on reasons for choosing Essington for their children. The five most important reasons for choice are: • Quality of teaching (98%) • Focus on student wellbeing (95%) • Academic standards (95%) • Education philosophy & teaching expertise (94%) • Quality education at a reasonable expense (93%)

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The next MMG survey will be done in Term 2 this year.

Structure and Governance The Essington School Darwin Ltd is a not-for-profit public company limited by guarantee. There can be no more than nine Directors, who are all volunteers.

Every family who enrols a student in the school must nominate one parent to be a member of the Company. This membership elects the Board of Directors to govern the school on their behalf. In turn, the Board represents the interests of parents through oversight of the school. The Board’s role is to govern the school, but it is not responsible for day to day operations. This responsibility is placed on the shoulders of the Principal, who is also the Chief Executive Officer of the Company. The Board exercises governance by working with the Principal in a strategic way to set the overall direction and priorities of the School. It then monitors adherence to plans, policies and systems of risk management to ensure that the School is compliant with its legal obligations, that it is financially stable and viable, and that it is achieving the agreed objectives.

Directors have a variety of skills relevant to their governance role. They apply their expertise to ensure that Essington is governed wisely. The Board meets on a regular basis throughout the year.

An organisation chart is shown on the next page.

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Future Directions and Key Drivers The Essington School has been on a significant journey since the departure of its long-term Principal in 2018. 2019 was a year of challenge and change for Essington which forged a path for future success through collaboration between the Principal and his leadership team and the Board. A new Board of Directors was appointed in 2018, and a staffing restructure saw the formation of a new Senior Executive. An audit of all information technology infrastructure was undertaken in 2019, resulting in substantial improvement. A new Constitution was developed that retained the original objectives of the School’s founders while adopting a best-practice governance approach that is compliant with the requirements of the ACNC.

A program of research, consultation and debate has been undertaken to develop plans for the future of Essington. The Board has approved a series of ‘intents’ that are aimed at fostering student achievement and building a world-class school that is tailored to the unique needs of the Northern Territory. Central to the new Strategic Plan are four elements: • Quality teaching and best practice learning • Empowering staff voice as a respected view • Valuing student voice through seeking feedback • Nurturing a positive collaborative culture.

The board and management are aware of a number of challenges being faced by the school. Some of these are unique to Essington and to Darwin; others are faced similarly by all independent schools.

Financial security: In 2019, for the first time in 16 years, Darwin had two years of population loss, with a decrease of about 0.6%. In addition to the completion of the gas INPEX build, which brought many executives and their children to Darwin, the pandemic in 2020 has brought further uncertainty. As well, total government funding will decline over the coming years with changes to the Commonwealth funding model. Essington has suffered from some years of underfunding and poor decision-making which the current Board and Principal are putting to rights, with increased emphasis on child safety and compliance, ICT and buildings, and a consequent increase in fees and reduction in remissions and discounts to ensure sustainability. The school has completed a detailed review of both the process for granting remissions via scholarship or bursary and also the quantum of the overall remissions granted, and after finding that fee remissions were 40% higher than other Australian schools of similar size and socioeconomic status has now introduced a revised scholarship process that is based on an external assessment of merit.

Enrolment: Essington’s enrolment trend has been negative for the past three years, with total enrolment declining by close to 20% in the two years following the INPEX project surge. Current forecasts predict a further reduction in 2021 to around 850 students in classes from Transition to Year 12, which is the historical level of enrolment of the School prior to the INPEX gas development. This is the baseline that the school expects to be able to maintain in the years ahead, and on which its economic assumptions are based. Independent schools in general across the Territory have seen modest declines since 2015, although Catholic schools have recovered some numbers in the last year.

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Master Plan: A new Master Plan has been approved that will redevelop the campus with world-class facilities, including: • Up-to-date classrooms that reflect innovative learning practices • Facilities and shelter that match the needs of Darwin’s weather and environment • Specialist learning spaces for subjects Essington students excel at such as science, visual and performing arts, and design technology • Improved parking, bathroom facilities and administration • Visual design that reflects Essington’s reputation for quality and excellence.

Redevelopment of the main campus will enable the school to bring all K-12 students together on the main campus. This will also reduce ongoing operational costs. With the redevelopment predicted to cost $25 million, Essington will undertake the build in phases as funding becomes available. Developments are likely to be modest until the school has paid down the $6 million in debt it already carries. Between 2021 and 2028 it is forecast that $8 million in capital works can be undertaken, funded from the surpluses being generated by operations.

Essington was born from the pioneering spirit of the Territory explorers and settlers. In considering the challenges for 2021 and beyond, the school is guided by bold and global thinking, drawing on the best of local expertise.

Further Information For more information on the school, please visit www.essington.nt.edu.au. A video which shows students and staff at work and talking to camera can be viewed at https://www.essington.nt.edu.au/about-essington.

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POSITION DESCRIPTION Summary The Board and Principal of The Essington School invite applications for the newly created role of Deputy Principal from Term 3 2021, or earlier by arrangement.

The position reports to the Principal, Mr Brian Kennelly, who retired as Principal of the renowned Kinross Wolaroi School in Orange, NSW, in 2016 and was contracted as Principal of The Essington School in 2019. Mr Kennelly has since been overseeing, with a new Board, the streamlining and revitalisation of the school.

The prime responsibility of the Deputy Principal is to act as the Principal’s chief delegate in overseeing day-to-day operations of the school from Preschool to Year 12. This will be achieved through the implementation of efficient processes and procedures to encourage effective communication and support the successful coordination of daily events and issues relating to duty of care, academic, wellbeing and co-curricular operations. The Deputy Principal is expected to act as the primary referral authority for Heads of School and academic leadership.

The Deputy Principal will inspire and motivate staff to be leaders of learning and encourage innovation and collaboration in professional practice. In thinking, planning, and acting, the Deputy Principal will be expected to facilitate continuous improvement in all programs at Essington to ensure the School is placed at the forefront of innovation in educational practice and outcomes.

The Deputy Principal is responsible for the effective leadership of students and teachers across the school, working collaboratively with the Heads of School.

The Deputy Principal is a member of the School’s Executive Leadership Team and has a critical role in defining the strategic directions of the school and for achieving the goals set.

The Deputy Principal is appointed by, and reports to, the Principal. The Deputy Principal will liaise with: • The Principal • The Board (via the Principal) • Heads of School • Stage and Year Coordinators • Teachers • Parents • Business Manager • Engagement staff (Marketing & Admissions) • External agencies • The wider community.

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Responsibilities and Accountabilities The primary responsibilities of the position are to:

Key Word Duties Executive Leadership Act as the Principal’s delegate on day-to-day matters for the School from Preschool to Year 12.

Ensure that the Principal is regularly updated on all significant matters under management.

Work closely with the Executive Leadership Team to ensure that the School effectively fulfils its vision and purpose.

With the assistance of the Heads of Schools, ensure the effective day to day running of all aspects of The Essington School. Without limiting the broad scope of responsibilities, the role requires particular emphasis on: • the ethos, tone, discipline, culture, and welfare of students. • the academic, wellbeing, co-curricular and social life of the senior school. • the oversight of whole-school policies including compliance, safety, risk strategies, WHS, registration and child safety policies and practices. • fostering an enriching atmosphere that encourages and develops personal growth, self-esteem, strong school spirit and belonging amongst the students. • ensuring that the students’ wellbeing and safety is the highest priority of all staff. • establishing student/teacher communication that enables and encourages students to approach, seek advice from, confide in and develop respectful rapport with teachers. • maintaining a positive, effective, fair, and consistent staff and student wellbeing structure within the school that meets the behaviour expectations of the school community, framed by the Essington Values.

Staff Leadership Lead the staff in fulfilling the ‘Best Practice Teaching and Learning’ strategic pillar. Early Years to Year 12 Ensure empowering Staff Voice as a respected view with involvement and engagement in decision making.

Supervise the performance of staff and act where required to address identified weaknesses or performance issues.

Support a commitment to professional learning through personal example including through critical self-evaluation.

Support staff with their Professional Learning ensuring appropriate goals are set, evaluated, reflected upon, and achieved via the Educator Impact portal.

Commit to ongoing professional and personal growth through the implementation of Professional Learning Plans and annual review processes and through this commitment encourage staff to embrace this opportunity.

Oversight of Curriculum development from EY to Y12 liaising with Stage Coordinators to ensure seamless continuity of learning.

General Attend to any other matters thought appropriate for the position and consistent with the skills of the incumbent as directed by the Principal.

The position comes with a teaching load of 0.2 FTE.

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All staff at Essington are expected to be ambassadors for the school. This includes conducting oneself in line with the professional standards of the school, including being well-groomed and wearing appropriate professional attire. Staff are expected to: • Take an active interest in the general life of the school. • Support the policies, procedures, aims and objectives of the school to facilitate the day-to- day operation of the school and promote a high-quality of education within the school. • Attend staff meetings and training when required. • Ensure all students and parents are provided with a quality service in a timely, efficient, and friendly manner. • Maintain a professional confidentiality concerning information about staff and/or students and their families. • Act as a member of a team, developing and supporting the philosophy and ethos of the team. • Ensure that all documents are prepared and presented in accordance with the School’s Style Guide.

Candidate Profile The successful candidate will have:  Demonstrated success in leadership in an independent school, with an excellent track-record of success in teaching, curriculum and student wellbeing, and evidence of co-curricular contribution.  Proven ability to work collaboratively whilst maintaining focus on achieving outcomes.  A passion for teaching and learning, and the ability to clearly articulate education philosophies and strategies.  A demonstrated commitment to and expertise with the education of teenagers and young people, including those from diverse cultures and backgrounds.  Attention to detail and a high degree of personal organisation, with the ability to plan, prioritise, engage others, and achieve results.  Personal attributes of trust, honesty, integrity, wisdom, humility, loyalty, humour, and a willingness to lead by example.  Demonstrated ability to influence, build a positive culture among both students and staff, negotiate effectively and resolve conflict constructively.  Understanding of issues affecting regional communities.

Active engagement with external bodies associated with the sector would be highly regarded, as would experience working across K–12. The right candidate will have tertiary qualifications at a minimum of Masters level, and a demonstrated commitment to ongoing professional learning.

Candidates must be eligible for registration as a teacher in the Northern Territory.

Remuneration, Contract Period & Other Conditions The successful applicant will be required to enter into an executive contract for a period of five years with an option to renew based on mutual agreement and provided that performance criteria are met.

A relocation allowance is provided to assist the appointed candidate to relocate from a residence outside the Northern Territory to Darwin. It is not expected that the allowance will necessarily cover all relocation costs.

The remuneration package will be set at “Total Cost to School”. The components will include a base

Fish & Nankivell 11 salary and superannuation. Additional salary sacrifice arrangements can be negotiated inclusive of Fringe Benefit Tax (FBT) calculations within the “Total Cost to School” value. Teaching staff receive a 50% remission discount on tuition fees for their children, subject to a vacancy being available in the required year(s). The provision of this benefit is excluded from the “Total Cost to School” calculation for remuneration purposes but may impact on other salary sacrifice arrangements in terms of the FBT calculations.

Employment at Essington is conditional on compliance with the Care and Protection of Children Act (NT) 2007, as amended, and the accompanying regulations. All employees are required to obtain a valid Working with Children Clearance (the “Ochre Card”) and a satisfactory Police Security Check to maintain these clearances for the duration of employment.

Employees are responsible for being informed of WHS legislative and associated requirements (as the School makes information available, the employee is required to take steps to understand how it applies to them). They are to: • Observe Essington WHS protocols. • Identify WHS information and training needs for self. • Be involved in WHS projects according to priorities set by consultative processes and management direction. • Comply with WHS initiatives as directed and agreed with management. • Comply with safe work procedures as instructed by supervisors and managers. • Comply with legal and reasonable instructions from the Employer. • Report all hazards, accidents and incidents to your supervisor and comply with WHS committee recommendations.

Expression of Interest Enquiries are welcome, and can be made to Kathy McLean of Fish & Nankivell on 0414 376 698.

Expressions of interest in the form of a covering letter and resume (in one document, and in Word only) should be forwarded by email to Kathy on [email protected] by Monday 5 April 2021, or later by arrangement.

Please ensure your name appears at the top of the front page as part of a personal ‘letterhead’ with full contact details and current location.

Please include in your CV your full name and ‘known as’ name, and your Australian residency/citizenship status.

A maximum of 10 pages for your covering letter and CV would be appreciated. Please ensure minimum 11 point font and standard margins; and use a plain easy-to-read font.

We would be grateful if you would name your file using this format: .

LETTER: Your letter is your first opportunity to ‘speak’ to our client, and will be most effective if you not only argue your own merits but also show awareness of our client’s situation and give precise reasons why you’d be a good fit. Close re-reading of the section above called ‘Future Directions and Key Drivers’ will pay dividends. Please restrict the letter to 2 pages of the allowed 10 pages total.

Clients also appreciate insight into ‘who’ as well as ‘what’ – they want to hear who you are, not just what you’ve achieved. You can achieve this by ensuring that your ‘voice’ comes through your letter in particular.

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QUALIFICATIONS: Ensure your qualifications include the institution at which you studied, and the date you completed the qualification.

PROFESSIONAL EXPERIENCE: Your resume should clearly detail your achievements/outcomes under each job held (preferably in point form and focusing on challenges and how you solved them). Please refer to https://ocs.fas.harvard.edu/resumes-cvs-cover-letters and click on ‘Bulleted Template’ for the preferred CV format. Keep ‘responsibilities’, as distinct from ‘achievements’, to an absolute minimum – only enough to make the scope of your job clear (eg budget, staff numbers, geographic scope – preferably in ‘telegram prose’). Please do not list the responsibilities in your duty statement.

Candidates should include sufficient information about their schools to enable the selection panel to understand their provenance, governance and so on. Information should include ownership, year established, faith basis, whether single-sex or co-educational, selective/non- selective, enrolment numbers, Year 12 tuition fee, and other factors that will inform us about your school (eg SES value in the case of Australian schools).

Please include a diagram of your school’s leadership team structure and indicate clearly your own place in it.

Please include all your jobs, even if early ones are referred to only briefly; we are interested in the whole person.

If there are videos of you on the internet in professional or volunteer contexts – such as giving a speech, participating in a charitable event or facilitating a workshop – please provide the URL/s. This will help your reader get a sense of you as a person – the ‘you’ behind the words in your application. If you don’t currently have something on YouTube or Vimeo, see if you can get your next address to a school assembly videoed and uploaded to the internet.

REFEREES: A list of referees should be included at the end of the CV. At least one referee must currently report to you (or have recently done so) so we can obtain a 360 degree view of your management style. Please provide: • referees’ names • their current positions • a brief explanation of how you know each other • their mobile phone number or direct line number (not switchboard)

Referees will not be contacted without your prior agreement, so you do not need to advise referees at this stage that they are on your list.

CHILD SAFETY: If appointed, you will be required to satisfy various legislative requirements in regard to working with children, including a Working with Children check and a police check. A statement is required in your application to the effect that you will be able to satisfy these requirements.

False information may result in withdrawal of any offer already made.

Checklist for your convenience:

Focus on achievements – responsibilities referred to briefly re size and scope of role. Brief descriptions of your schools as to ownership, year established, faith basis, whether single-sex or co-educational, selective/non-selective, enrolment numbers, Year 12 tuition

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fee etc. Diagram of your leadership team structure. ALL jobs listed, even if only briefly prior to 2010. Full name and ‘known as’ name, nationality, place and date of birth, and a recent photograph. Qualifications listed, with institution and year completed. Letter maximum 2 pages and personalised to the client – especially taking into account organisation ethos, Key Drivers and Candidate Profile. Referees listed, including one of your direct reports, and with explanations of your relationship with each person. URL/s of you giving speeches & other presentations. Statement re ability to satisfy Working with Children and police checks ONE document, 10 pages total. Document named with your name, eg ‘Anne Smith’.

DID YOU KNOW? The Fish & Nankivell website (www.fnow.com.au) lists every senior position in independent schools around Australia, sorted by state and in reverse chronological order.

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Appendix 1 What you can expect of the search and recruitment process About the process This is a combined ‘search and advertisement’ process conducted by the executive search firm Fish & Nankivell. Search is the process by which well-regarded performers in areas relevant to a client’s needs are identified by an executive search consultant, and approached regarding a role. A search firm builds up a picture of who the right candidates might be by talking to experts in the field for their insights into how potential candidates are viewed by their peers. This research helps us identify candidates who are a genuine likely match with the client’s specific character and needs.

Sometimes we advertise as well – either because the client specifically wants us to, or because the right person for the job could come from such a wide field that a comprehensive search in that field would take too long.

You will have received this Position Description either because you have seen an advertisement and contacted us or because we have heard about and contacted you. In either case, you will be treated with the same consideration and timeliness.

We welcome any questions you may have about the organisation, the role and the process. The better informed you are, the more likely we all are to be able to decide if you and our client are the right fit at this particular point in time. For the same reason we ask you to be open with us regarding your interest in the job, possible impediments to your accepting it if offered, and facts about your work history.

Frequently asked questions: • Why does it say that applications can be submitted ‘later by arrangement’? In a search process, applications are accepted right up until the point a client thinks the right candidate has been found. Sometimes this can happen well after the nominated closing date.

• What should go in the letter? Think of the letter as a rehearsal of the answer to the first question usually asked at interview – who are you, why do you want the job, and how will we benefit from having you? It’s your first contact with the client, and a great opportunity to sell yourself and put your stamp on the process. Note that clients appreciate seeing you’ve done some homework; they often remark unfavorably on generic letters which could be addressed to anyone. Careful reading of the section above called ‘Future Directions and Key Drivers’ will pay dividends.

• What does an ‘achievement statement’ look like? Think of it as something your CEO or Chair would say he or she was particularly impressed by. It shouldn’t be generic, eg ‘Developed a strategic plan’, but rather presented in enough detail for the reader to understand the difficulties involved that you overcame because of the way you handled the task. Beware of statements that look like achievements but are actually just duties – eg ‘Led the Quality Committee’ which has no qualitative element.

• Should I check that you’ve received my application after I email it to you? We do always acknowledge receipt of applications, so if you don’t hear back from us in a couple of days you should definitely ring or SMS to check.

• What happens after I send you my application? At some point after the nominated closing date, when we feel we have a good field of

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candidates for the client to choose from, or when the client indicates an update is required, we prepare a report for our client noting who has enquired, who has applied, who is still thinking about the job, and who has withdrawn from consideration. Some long searches, which can take three or four months, may necessitate several iterations of this report.

• How is the short-list decided? We forward to the client the names and details of every candidate who enquires about the job, with a summary of each applicant’s strengths and weaknesses in relation to the role we are working on. The client then decides who to short-list for interview.

• What happens if I’m short-listed? If you are short-listed, we will do everything we can to make the experience a satisfying one for you. Our office will email you all the details you will need for the interview – the names of panel members, location and time of interview, emergency contact number, etc. The partner in charge of the search will be available for discussion about the job both before and after the interview, so that you are as well-briefed as possible.

• What happens if I’m NOT short-listed? We will let you know as soon as we can. If you don’t hear from us, it’s because no decision has yet been made! We ring or email every candidate as to the outcome of the short-listing stage of the process; and we usually send a follow-up email with information about the final appointment.

About Fish & Nankivell Founded in 1984 and with offices in Melbourne and Canberra, Fish & Nankivell is one of the oldest executive search firms in Australia. From our base at 1 Collins Street, Melbourne, and from our office in Canberra, we carry out assignments across Australia. We are also part of Penrhyn International, an affiliation of independently owned search firms located in important centres around the world. This network provides us with international expertise and global reach. Penrhyn has a unique place in the executive search industry in that it is the only firm which can boast three winners of the Gardner Heidrick Award for outstanding contribution to the executive search profession: Leon Farley (US), Christopher Mill (England), and Skott Burkland (US).

Not every recruitment firm is a ‘search’ firm, and not all search firms are the same. Fish & Nankivell is a specialist executive search firm and one of the oldest in Australia. The firm is 100% owned by those involved in it, which gives us a vested interest in building our business through client satisfaction. We do not employ consultants or researchers, which means that all contact with candidates and sources is conducted by the partners and that maximum value is gained from the partners’ experience and expertise.

Through the thorough application of our research expertise we are able to successfully conclude assignments in a broad range of industry sectors. In addition, we have areas of specialisation which have emerged from winning repeat or referred business in a particular industry sector or functional role. Examples of our areas of special expertise are:

Retail/FMCG Government CEO, Bang & Olufsen Australia Director General, NSW Dept of Education

Financial services Education CEO, Victorian Funds Management Corp Headmaster, Canberra Grammar School

Housing, property and construction Health CEO, St George Community Housing (Sydney) National CEO, Royal Flying Doctor Service

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Community Foundation CEO, Vision Australia Information technology Sport and entertainment CIO, Destra Corporation CEO, Racing Victoria Engineering and consumer durables Environment, resources and energy Commercial Manager, Nilsen Electric Marketing Director, Australian Conservation

Your consultant: Kathy McLean Kathy McLean leads the not-for-profit practice at Fish & Nankivell. She specialises in searches for critical roles – mainly chief executive officer or equivalent – for organisations which recognise the need for excellence in management. In the case of not-for-profit1 clients, such as sports organisations, schools and charities, this almost always means that they are organisations focused on achieving healthy financial returns which are used to further develop their services. In many cases we are called upon to search out those hard-to-find people who have experience in both the commercial profit-driven world and the community sector, which is often characterised by multiple and conflicting stakeholder imperatives and complex governance arrangements.

Kathy has a BA with Honors in English, a Diploma in Education, a Graduate Diploma in Information Studies, and an MBA from Melbourne Business School. With a keen interest in elite and especially Paralympic sport she served for 14 years on the board of the Victorian Institute of Sport, and was for some years on the board of Urban Communities Ltd, a housing association which emerged from the Becton/Victorian government joint venture at the Kensington public housing estate. She is also on the Governance and Nominations Committees of the Netball Australia board as an independent expert member.

Representative assignments: • Executive Director, Brotherhood of St Laurence • Principal, Geelong Grammar School • Principal, Sancta Sophia College, University of Sydney • Principal, John Paul College, Brisbane • Chair, International Grammar School, Sydney • Deputy Director General, Dept of Family & Community Services NSW • National CEO, Royal Flying Doctor Service • CEO, Vision Australia • Under Treasurer, ACT Directorate of Chief Minister and Treasury • CEO, Association of Independent Schools SA • Principal, Carey Grammar • Head, Canberra Grammar School • CEO, Racing Victoria Ltd • CEO, Department of Chief Minister, ACT • Director General, Department of Education and Communities, NSW • General Manager Indigenous Housing, Department of Housing, Queensland • Non-executive directors, Red Cross Australia

1 Notionally, ‘not-for-profit’ clients include a wide spectrum of organisations, all the way from government, totally government-funded entities and charitable foundations to fully or partially commercial operations such as Racing Victoria Ltd.

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Appendix 2 Living in the Territory The Territory is both challenging and seductive. To many people, the distance from most of Australia’s other capitals and misconceptions about the climate are hindrances to even visiting Darwin. Yet once there, a large number of people find it too good to leave. Among other things, distance from the southern capitals means it’s that much quicker to get to Asia and further afield!

A good place to begin reading about and exploring the Territory is https://theterritory.com.au/live, which covers housing, health, lifestyle, travel, climate, etc. A useful reference for living in Darwin specifically is www.darwin.nt.gov.au/live/welcome-to-darwin. The Wikipedia entry for Darwin gives a useful overview of history, demographics, economy etc.

This video, portraying the lives of international migrants who live in the NT, is a helpful insight as well: https://theterritory.com.au/migrate; and also reinforces the multicultural nature of Darwin in particular.

Darwin city Almost completely rebuilt in 1975 after Cyclone Tracey, Darwin city is modern and cosmopolitan. The population of Greater Darwin is about 150,000 people.

The city centre is on a high promontory, set on red sandstone cliffs bordered by the sea on three sides. Views of the Harbour from office and apartment windows are spectacular.

Most of the city’s heritage that survived the Japanese bombing of 1942-43 (in which hundreds of people were killed) and Cyclone Tracey have been well looked after, either preserved as mementoes of the past (eg the old town hall) or still functioning well (the Victoria Hotel and Government House).

That architecture, and what replaced it in the late 1970s, has been supplemented by a high-rise building boom in the CBD over the past ten years. Many of the new buildings have made conscious reference to the city’s tropical location, making inventive and interesting use of materials and features.

With a high proportion of the population in public employment, Darwin has a well educated, relatively sophisticated populace. There is also a substantial ‘alternative lifestyle’ set. There are a number of excellent restaurants, cafes and nightclubs, a well developed arts scene, and special- interest clubs and societies. Restaurants and bars take advantage of the climate, with wide verandas and tropical vegetation making outdoor dining a treat. Darwin’s multicultural heritage is reflected in the range of cuisines available, from modern Australian and classical French to upmarket Thai and nyonya-style Malaysian. Excellent outdoor markets in the suburbs showcase a multicultural range of fresh food.

A truly tropical experience is Darwin’s Deckchair Cinema, located on the sea-front and open through the Dry season.

The Museum of Arts and Sciences is outstanding. There is also a university offering TAFE, undergraduate and postgraduate programs and including specialist areas such as tropical and desert studies.

The CBD shops are supplemented by suburban shopping centres which range from big supermarket complexes to small specialty shops.

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Darwin is an ideal location from which to explore the whole of northern and central Australia, and of course Asia. Closer to home there are famous parks including Litchfield and Kakadu, the Katherine Gorge, popular swimming spots such as Howard Springs and Berry Springs, and sunset picnic spots such as Darwin Sailing Club and the East Point Reserve.

The Territory and its Regions

The Territory is notionally divided into five regions.

The highest levels of education can be found in the Darwin sub-region, which takes in Darwin and close surrounding areas. The Darwin sub-region has a different education profile than the rest of the NT, with 38% of the population completing year 12, and higher percentages of people with certificates and higher education qualifications.

In the area of labor force participation, the Katherine region compares well to the NT and Australia. The Katherine region has a participation rate of 58%, compared to the NT at 63% and Australia at 60%.

The East Arnhem region is one of the most remote regions in Australia and is very dependent on shipping and air transport, particularly during the Wet season. It takes in the mining towns of Nhulunbuy and Groote Eylandt as well as the north-eastern tip of Arnhem Land. Nhulunbuy has a

Fish & Nankivell 19 high labor force participation rate of 75%, much higher than the rest of the NT. The workforce in Nhulunbuy is predominantly non-Indigenous.

The Barkly region (which incorporates Tennant Creek) has the youngest population in the Territory, though Tennant Creek itself has the oldest population in the region with almost a third of its people aged 45 years and over.

The Central region is the largest region in the NT and Alice Springs is the focus of its economic activity. It has the second lowest unemployment rate and only 9% of employment is in the government administration sector. Retail trade and the health and community services sector are the largest employers, followed by accommodation, cafes and restaurants. The Central region has a similar educational profile to that of the Northern Territory overall. About 30% of the population aged 15 years and over have completed year 12 education compared with the NT average of 32%.

Some notable features of the Territory are:

A widely dispersed population The Northern Territory comprises a land area of 1,352,212 square kilometres (17% of Australia’s landmass). It is the third largest in area after Western Australia and Queensland. Population density is only 0.15 people per square kilometre, compared to 2.55 for Australia as a whole. About 50% of the population lives in Darwin and nearby Palmerston; approximately 22% of the Territory’s population lives outside the six urban centres of Darwin, Palmerston, Nhulunbuy, Katherine, Tennant Creek and Alice Springs. About 46% of the Territory population is classified by the ABS as living in remote or very remote areas.

A young population The Northern Territory has the youngest population of all states and territories with a median age of 33 years. The Northern Territory also has the highest proportion of people aged 20-34 (26% compared to a national average of 21%). In contrast, the Territory has the smallest proportion of people aged over 65 years with 4%, compared to the national average of 13%.

The Territory also has significantly more males than females, with an estimated 105 males for every 100 females. This contrasts with the national gender ratio of 98 males for every 100 females.

A diverse population Not only Australia’s gateway to Asia, the NT is home to people of more than 100 nationalities and a rich diversity of Indigenous Australian cultures. Just under 30% of the total Northern Territory population is Indigenous, compared to 2% nationally.

The Indigenous population itself is diverse. To take just one aspect – in the Darwin area the Indigenous community is in its fifth or sixth generation of access to education, while in the Western Desert, communities are currently in only the first or second generation of those attending school.

34% of the Northern Territory population speaks a language other than English at home. The three main languages spoken at home (other than English) were Australian Indigenous languages, Greek and Tagalog (Filipino). Of the Northern Territory population with a language background other than English, about 50% are Australian Indigenous.

A great many people in the Territory are from somewhere else in Australia. Some are temporary residents; many intend to stay only a short while and end up staying for decades.

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Climate There are two main climatic zones. To the north (the ‘Top End’) the weather becomes increasingly wet in the summer, but remains warm right through the winter. (The two seasons are called respectively ‘the Wet’ and ‘the Dry’.) In ‘the Centre’, summers are hotter and drier than in the north, while the winter can be quite cool.

Lifestyle The Territory is ideal for those who enjoy the outdoors – whether outdoor dining on long mild evenings, exploring national parks, or playing popular sports such as swimming, cycling, football (all codes are represented), sailing and golf. Fishing is one of the Territory’s most popular recreational pursuits.

Club sports have a strong family and social focus, and involvement in one is guaranteed to help a new resident feel at home quite quickly. At both a social and more serious level, the Arafura Games in Darwin and the Masters Games in Alice Springs (both held every two years) are immensely popular. Serious athletes have access to the NT Institute of Sport. The famous Henley-on-Todd ‘regatta’ in Alice Springs, however, is just for fun.

Nature lovers have a wealth of opportunities to explore their interests. In the Top End, influxes of certain species marking the start and finish of the Wet and the Dry.

Television programs are mainly national, with local news and sport. The ABC, SBS, channels 7 and 9, and cable TV are all available. The local paper is the NT News.

Although life is a little less formal than in Australia’s southern states, dress for business and formal purposes is much the same as in other parts of the country.

People in the Territory tend to be young, open, and accepting of differences. There are also a fair number of rugged old-timers, and there are some who are escaping from troubles elsewhere. It’s an interesting mix. Territorians see themselves as being a bit different from other Australians. Certainly, in Darwin it can at first feel quite strange (especially for a southerner) to know you’re only an hour from Timor and Bali and at least five hours from Australia’s main population centres.

Economy The Northern Territory economy is characterised by an abundance of natural resources, a large public sector and a significant defence force presence. The NT has a relatively small open economy, which is heavily influenced by external economic conditions such as exchange rates, commodity prices, interstate and international migration flows, as well as investment in major projects.

Housing A wide range of choices is on offer in Darwin, from ultra-modern apartments to canal-side residences to traditional tropical homes. Verandas, decks and poolside areas encourage outdoor living, while louvres and ceiling fans maximise air flow. Many homes, and all commercial buildings, have air-conditioning. Popular suburbs include Stuart Park, Nightcliff and Parap, and the newer, trendy marina developments at Cullen Bay and Bayview. There is a small population across Darwin Harbour around Mandorah, and numbers of people live further south in rural Litchfield and in the satellite city of Palmerston, which features the latest in tropical housing design. In Alice Springs the emphasis of course is on modern and sustainable desert living.

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Residences for sale and rent can be located via the Real Estate Institute of NT (www.reint.com.au/) and on commercial websites such as www.realestate.com.au.

Some aspects of running a household cost a little more in the Territory, such as groceries. On the other hand, there are few parking or entry fees, there are no heating bills, and very little needs to be spent on winter clothing.

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