HEAD OF HOUSE Position Description
Background
The idea to establish an independent school in the Great Southern Region arose from the educational needs of families desiring an independent school alternative closer than metropolitan Perth. To meet this need, Great Southern Grammar was founded in 1996 by a Development Committee, which refined the concept and put a business plan in place. Great Southern Grammar was incorporated in 1998 and those who had worked to establish the School became the first Board of Trustees. The Board of Trustees established the inaugural School Council. The School Council as the governing body of GSG are the educational and financial authority for the School.
The School opened in 1999 with 36 students at the temporary Mt Melville Campus. The building master plan was commenced to establish permanent facilities at Lower Kalgan. The School moved into its new home on the shores of Oyster Harbour in Term One of 2000. When local Noongar elder Aiden Eades spoke at the opening ceremony of the School he stated, “The School grounds are of special significance to local Noongars, with the Kalgan and King rivers meeting close by. Never forget that this is Noongar land but you are welcome to use it, especially for the use of something like education.”
Mission Statement
To provide the young people of the Great Southern Region and beyond, a world class school, incorporating a liberal education, the Christian faith and a maritime heritage.
Our Commitment
. To provide our students with a broad and balanced education by encouraging participation in as many learning areas as possible. . To encourage and enable students to recognise and value their gifts and talents and to develop these in appropriate ways. . To encourage students, through their exposure to Christian teachings, to explore issues of faith, spirituality and values. . To encourage students to develop and appreciate the important place which integrity, respect, tolerance and compassion have within the context of a modern society. . To support a child safe culture, with no tolerance to child abuse. . To adhere to the Code of Conduct.
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Role Purpose At the core of an outstanding school is a well-structured system that provides quality pastoral care for all students. Whilst all teachers have an important pastoral care role, the Head of House has a key role in providing a pastoral focus for students in their House.
The Head of House position is ideally suited to a person with dynamic leadership who has enthusiasm for developing students. They need to demonstrate a proactive disposition and have the ability to work both independently and as part of a team. The Head of House will be the central figure in the lines of communication between staff, students and parents.
This role will involve the maintaining of a safe learning environment where appropriate behaviours are modelled and promoted.
The Head of House oversees the pastoral care of students within their House and coordinates the day to day administration. It is expected that the Head of House will encourage the development of a strong and resilient community by taking responsibility for activities and a pastoral care curriculum which promote this.
The Head of House has an extremely important and comprehensive leadership role in the School and is central in the most vital lines of communication between staff, students and parents.
Being a Head of House is a rewarding position that requires wise judgement, decision making and the ability to relate well to the various groups of people within the School. It is important to note that many of the following aspects of a Head of House role would be shared with the relevant Homeroom teachers.
This position description is a guide only and is not intended to an exhaustive or exclusive list of duties of this position. As the needs of the school evolve your Position Description may need to be revised. This would occur in collaboration between you and the Principal.
Relationships
Reports to: Principal, through the Head of SubSchool, Deputy Principal
Liaises with: School Executive, Director of Community Relations, Heads of Year, Heads of House, Head of Boarding, Boarding House Heads, Heads of Learning Area, Teaching Staff, Business Staff, Students and Parents
Responsibilities
General . The Head of House has an extremely important comprehensive leadership role in the School and is the central figure in the critical lines of communication between staff, students and parents.
. Being a Head of House is a rewarding position that requires wise judgement, considered decision making and a particular ability to relate effectively across the various groups within the School. At Great Southern Grammar the House system and Pastoral Policies are designed to establish and maintain safe learning environments where pro-social behaviours are modelled and promoted in order to prepare students to function in an
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increasingly complex world. The success of this depends to a large extent on the effectiveness of the Head of Year/House.
. It is important to note that many of the following aspects of a Head of House role are shared with Heads of Sub School and the relevant Homeroom teachers.
. Heads of House need to be fully supportive of the school’s ethos and direction. It is expected that Heads of House will work closely and collaboratively with the other Heads of House, Head of Senior School and the Deputy Principal. They will be expected to be present and available to students, parents and teaching colleagues before and after school, during recess and lunch times.
. Heads of House should always be positive in their attitude to their students. They need to be proactive rather than reactive in their dealings with students and parents. They should be able to recognise potential problems with particular students, and look to foresee, predict and act, thus minimising or even negating a problem before it arises.
. Make appropriate intervention that enable all students to achieve their potential.
Leadership and Management . Act as role model for Homeroom teachers by demonstrating high quality pastoral care and academic monitoring of students . Ensure all Homeroom teachers understand and actually implement the key aspects of school policies and procedures . To contribute to the management of key school events which may include orientation, assemblies, cocurricular, camps and House events . Liaise with boarding house staff on day to day student issues . Meet with Homeroom teachers regularly . Direct Homeroom teachers on activities, pastoral programs and educational expectations . Support the professional development of Homeroom teachers
Pastoral Care . Advise students regarding appropriate behaviour and attitude; both in and outside of the classroom . In appropriate cases, refer students to relevant pastoral care personnel within the school . Meet and inform the Head of Subschool of issues with the Year/House group . Initiate contact with teachers and/or parents on issues of pastoral care . Visit Homerooms regularly. . Cybersafety/ICT use . Encourage and support participation in School activities and events such as the Kingfisher Fair
Academic Monitoring . Monitor student academic progress over the year including effective use of the diary . Check student diaries regularly . Monitor the regular setting completion of homework and pattern of assessments . Oversee, check and monitor student reports throughout the academic year . Write, in conjunction with the Homeroom teacher, Year 12 Leavers’ Statements . Coordinate the subject selection process in Years 10 and 11. . Be familiar with the content, trends and school performance in NAPLAN/WACE/OLNA . Initiate contact with Head of Learning, teacher and parents on academic issues
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Administration . Welcome, induct and follow up new students to the school . Set up formal routines to ensure students are aware of expectations, history and educational requirements . Counsel students in the House and administer relevant disciplinary actions . Consult and work collaboratively with the other Heads of House and the Head of Senior School to ensure fairness and consistency of approach and expectation across Houses . Communicate disciplinary actions to parents . Issue detentions and other sanctions in accordance with the School’s Discipline Policy . Set up clear communication structure for parents, teachers and Homeroom teachers. . Prepare and hold House meetings . Attend school related meetings
Selection Criteria
A member of the GSG Middle Management Team is intellectually and emotionally intelligent, and is:
. A strategic and visionary thinker who can translate ideas and concepts into action, analyse complex situations and engage others proactively in change and improvement . Authentic with a strong personal presence, poise and natural capacity to inspire students, staff and the wider community . Has a faith and commitment that supports and respects the Christian values of the school . Ability and willingness to uphold and role model the schools’ values of respect, tolerance, compassion and integrity . Strong interest in and support for the benefits of coeducation and Independent schooling
Qualifications -Relevant leadership experience -Working with Children Check Clearance -Satisfactory National Police Clearance -TRBWA registration -Relevant Qualifications -First Aid Certificate -Have or be prepared to undertake Mandatory Reporting
Knowledge and experience - Curriculum knowledge -Excellent leadership skills -Well-developed understanding of the developmental needs of adolescents and young adults -Teen mental health, first aid training equivalent -Understanding WA Curriculum, learning practices research and pedagogy, NAPLAN, OLNA, WACE -Working knowledge of SEQTA, Synergetic, Microsoft Office products and databases
Skills and attributes -Excellent time management and the ability to work to deadlines -Excellent organisational skills
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-Confident in engaging with parents, able to manage their high expectations -Well-developed written and verbal communication skills - Self-directed and highly motivated -Driven to achieve the best outcomes for the student, parents and the school -Knowledge and understanding of best practice in education -An ability to facilitate change -Collaborative team player -Resilient and able to develop resilience in others -Ability to build high quality relationships -Attention to detail -High level of enthusiasm and motivation
Great Southern Grammar is an Equal Opportunity Employer and provides a smoke free campus.
Great Southern Grammar is fully committed to the protection of children. The successful applicant will be expected to satisfy child protection screening, and adhere to the School’s Childs Protection Policies.
Authorisation
Prepared and authorised by: Head of Senior School Approved by: The Principal Date: August 2017
Acknowledgement
I acknowledge that I have read, understand and commit to the responsibilities and key areas detailed above.
Signed: ______
Name: ______
Date: ______
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