Assistant Principal I Application Form 2024/2025 PDF

Appointment to the vacant Assistant Principal I post(s) of responsibility will be in accordance with the promotion procedures outlined in Circular Letter 0003/2018 and Information Note 0004/2024. **The appointee will become part of the leadership and management team in the school. The roles and resp...

Appointment to the vacant Assistant Principal I post(s) of responsibility will be in accordance with the promotion procedures outlined in Circular Letter 0003/2018 and Information Note 0004/2024. **The appointee will become part of the leadership and management team in the school. The roles and responsibilities of the post will be based on the leadership and management needs and priorities of the school and will be commensurate with the level of the post.** **This form should be typed in Arial font size 12 and must be signed.** i. All questions should be answered. ii. Do not change the question numbers or sequence. iii. Boxes will expand as required. iv. No letter of application, CV or written reference should accompany this form. **You are reminded to take appropriate steps to maintain the privacy of the completed form. Do not use school owned equipment to complete the form or store it on any school storage device.** **Please enclose ONE COPY of your application to:** **M**ark the outside of the envelope clearly "Assistant Principal I Application" **Applications received after 3.30 p.m. on 27 November 2024 will not be considered.** **Provisional Date(s) for interviews: Wednesday 4 December 2024** **\ ** **COMPLETING A COMPETENCY BASED APPLICATION FORM** A Competency Based Application Form requires you, the candidate, to describe some of your personal achievements that demonstrate certain competencies (necessary skills and qualities) required for the position for which you are applying. The resource, LOOKING AT OUR SCHOOL 2022, issued by the Department of Education, sets out the quality framework for leadership and management in Irish schools. It identifies the key leadership and management areas in a school (domains), and these are then further divided into various content standards for each domain. Each standard is further divided into statements of effective and highly effective practice. In the school, Assistant Principals will occupy **positions of strategic importance** in leadership, management and administration. In line with **the principles of distributed leadership**, Assistant Principals must **work in teams in collaboration** with the Principal and/or Deputy Principal and have **shared responsibility,** commensurate with the level of the post (i.e. AP I or AP II), for areas such as curriculum and learning, student support and wellbeing, school improvement, leadership/management and the development of staff teams. You should complete Section 4 of the Application Form, with relevant examples from **your** professional experience and/or educational experience and/or life experience, that demonstrate your capacity under each of the four criteria. You are advised to give the best examples of what **YOU** have done that demonstrate your capacity. Structure what you write so that you give specific information about what you have done. For example, do not simply say that "X was successful". Describe exactly what you did and how this shows your capacity in the four areas listed: i. Leading Learning and Teaching ii. Managing an Organisation iii. Leading School Development iv. Developing leadership capacity For each example include the following: a. the nature of the task, problem or objective b. what you did and how you demonstrated the skill or quality relevant to the specific domain (and, where appropriate, the date you demonstrated it) c. the outcome or result of the situation. To demonstrate the breadth of your experience, it is advisable not to use the same example to illustrate your answer to more than two of the criteria. Please note that during the interview the Interview Board may further explore your example and may look for **additional examples** of where you have demonstrated the skills or qualities required for this post. For this reason, you should think of a few examples relevant to the domains. All question areas on the Application Form should be completed. **The total number of pages should not exceed 12.** **\ ** +-----------------------------------------------------------------------+ | 1. **Personal** | +-----------------------------------------------------------------------+ **Name: Jaclyn Heffernan** **Telephone/Mobile Number: 0877838109** **Email: Jaclyn.heffernan\@sps.ie** **Do you have the required qualified teaching experience as per Circular 0003/2018?** - For Assistant Principal I, this is 3 years teaching service recognised by the DES for incremental credit purposes. ###### YES NO *\ * +-----------------------------------------------------------------------+ | 2. **Qualifications & Professional Development** | +-----------------------------------------------------------------------+ +-----------------------+-----------------------+-----------------------+ | **Institution** | **Primary | **Year of | | | Degrees/Post Graduate | Graduation** | | | Degrees/Diplomas** | | +=======================+=======================+=======================+ | University College | BSC. Chemistry | 2007 | | Cork | | | | | Post-graduate Diploma | 2009 | | University College | in Education | | | Dublin | | 2015 | | | Professional Diploma | | | University of | in Mathematics for | | | Limerick | Teachers | | +-----------------------+-----------------------+-----------------------+ **Other Courses:** +-----------------+-----------------+-----------------+-----------------+ | **Name of | **Name of | **Duration** | **Date(s)** | | Course** | Organisation or | | | | | Institution** | | | +=================+=================+=================+=================+ | Written | Department of | 1 month | 26/06/2024 -- | | Examiner of | Education and | | 26/07/2024 | | Junior Cycle | Skills | 1 month | | | Science -- | | | 27/06/2023 -- | | | Department of | 6 hours 45 | 27/07/2023 | | Common level | Education and | minutes | | | | Skills | | 01/02/2018 | | Written | | 2 hours | | | Examiner of | Junior Cycle | | 13/03/2017 | | Junior Cycle | for Teachers | 1 month | | | Science -- | (J.C.T.) | | 23/06/2016 -- | | | | 2 days | 22/07/2016 | | Common level | Professional | | | | | Development | 2 days | 20/01/2016 & | | J.C.T. Science | Service for | | 21/01/2016 | | Cluster Day | Teachers | 2 hours | | | | (P.D.S.T.) | | October 2015 to | | Calculations in | | 1 month | January 2016 | | Leaving | Department of | | | | Certificate | Education and | 2 days | 3/11/2015 | | Chemistry | Skills | | | | | | 2 hours | 26/06/2014 -- | | Written | Professional | | 26/7/2014 | | Examiner of | Development | 2 hours | | | Junior | Service for | | 12/10/2013 & | | Certificate | Teachers | | | | Science -- | (P.D.S.T.) | | 07/12/2013 | | Higher Level | | | | | | JMB -- Joint | | 26/03/2013 | | Introduction to | Managerial Body | | | | S.P.H.E. | | | 15/11/2011 | | | Professional | | | | Professional | Development | | | | Development | Service for | | | | Program -- Year | Teachers | | | | Heads Making a | (P.D.S.T.) | | | | Difference | | | | | | Department of | | | | Misconceptions | Education and | | | | in Leaving | Skills | | | | Certificate | | | | | Chemistry | Professional | | | | | Development | | | | Written | Service for | | | | Examiner of | Teachers | | | | Junior | (P.D.S.T.) | | | | Certificate | | | | | Science - | Professional | | | | Ordinary Level | Development | | | | | Service for | | | | Induction | Teachers | | | | Course for | (P.D.S.T.) | | | | Chemistry | | | | | Teachers -- | Professional | | | | N.U.I. Maynooth | Development | | | | 2011 | Service for | | | | | Teachers | | | | Transition Year | (P.D.S.T.) | | | | Science and | | | | | Junior | | | | | Certificate | | | | | Science | | | | | | | | | | Online I.T. | | | | | Course for | | | | | chemistry | | | | | teachers | | | | +-----------------+-----------------+-----------------+-----------------+ **Other Relevant Qualifications:** First Aid Training with Order of Malta ----------------------------------------------- **3. Teaching and Other Relevant Experience** ----------------------------------------------- **For each of the following sections please start with the most recent and work backwards and leave no gaps in 3.1.** 1. **Employment:** Please indicate whether the position was whole time (w) or part-time (p). +-------------+-------------+-------------+-------------+-------------+ | **Dates** | **Dates** | **Position* | **School or | **Responsib | | | | * | other | ilities** | | **From** | **To** | | Institution | | | | | | ** | | +=============+=============+=============+=============+=============+ | September | Present Day | Teacher (w) | Sutton Park | - Science | | 2010 | | | School | Teacher | | | May 2010 | Teacher (w) | | | | January | | | Ballinteer | - Chemist | | 2010 | | | Community | ry | | | | | School | Teacher | | | | | | | | | | | | - Maths | | | | | | Teacher | | | | | | | | | | | | - 4^th^ | | | | | | Year | | | | | | Head | | | | | | | | | | | | - AP2 | | | | | | holder | | | | | | -- | | | | | | Policy | | | | | | coordin | | | | | | ator | | | | | | | | | | | | - Science | | | | | | Teacher | | | | | | | | | | | | - 1^st^ | | | | | | and | | | | | | 3^rd^ | | | | | | year | | | | | | Maths | | | | | | Teacher | | | | | | | | | | | | - Chemist | | | | | | ry | | | | | | Teacher | | | | | | | | | | | | - 5^th^ | | | | | | and | | | | | | 6^th^ | | | | | | Year | | | | | | L.C.A. | | | | | | Technol | | | | | | ogy | | | | | | Teacher | | | | | | | | | | | | - 5^th^ | | | | | | Year | | | | | | L.C.A. | | | | | | Tutor | +-------------+-------------+-------------+-------------+-------------+ **3.2 Post (s) of Responsibility (if applicable)** +-------------+-------------+-------------+-------------+-------------+ | **Dates | **Dates** | **Position: | **School** | **Role** | | From** | | ** | | | | | **To** | | | | | | | **\* AP, | | | | | | SDT, PC** | | | +=============+=============+=============+=============+=============+ | May 2018 | Present | AP2 | Sutton Park | **Policy | | | | | | Coordinator | | September | Present | Year Head | Sutton Park | ** | | 2014 | | | | | | | 2017 | Extra-Curri | Ballinteer | **Year | | September | | cular | Community | Head** | | 2012 | May 2010 | Coordinator | College | | | | | | | \- 2^nd^ | | January | | 5^th^ Year | | Year | | 2010 | | Leaving | | | | | | Certificate | | \- 3^rd^ | | | | Applied | | Year | | | | Tutor | | | | | | | | \- 4^th^ | | | | | | Year | | | | | | (present | | | | | | group) | | | | | | | | | | | | **Extra-Cur | | | | | | ricular | | | | | | Coordinator | | | | | | ** | | | | | | | | | | | | **Class | | | | | | Tutor** | +-------------+-------------+-------------+-------------+-------------+ \*AP Assistant Principal; SDT Special Duties Teacher; PC Programme Co-ordinator. **3.3** List, with outline dates, any extra-curricular activities in which you are or have been involved: **Prep** - From 2015 to 2018, I was responsible for organising and overseeing Prep (supervised study). This role involved monitoring attendance, tracking the hours worked by Prep teachers, and submitting these records to the business office. These responsibilities were part of my role as an extra-curricular coordinator. **Science Club** -- I was actively involved in running the Science Club from September 2010 to May 2019. During this period, I supported students in preparing for competitions like the B.T. Young Scientist, Sci-Fest, and Sentinus Northern Ireland. Additionally, I accompanied students to these events across both the Republic of Ireland and Northern Ireland. **AILO (All Ireland Linguistics Olympiad) -** In September 2013, I introduced linguistics to Sutton Park School in response to student interest. I continued to run this program until May 2015. My responsibilities included supervising students as they prepared for the Linguistics Olympiad and providing them with weekly sample questions. One student achieved remarkable success, winning the overall competition in Ireland in 2015 and earning a trip to Bulgaria during the summer holidays. **School Musicals** -- I designed and organised the costumes for the Musicals 'Little Shop of Horrors' in 2011 and 'Hairspray' in 2013. **3.4 Other experience or information which may be relevant to the position:** I have taken part in two overseas ski trips with Sutton Park School, accompanying Transition Year students to Italy. Additionally, I have organised an annual Second Year Ecology trip to Causey Farm or Flynn Park, which has become a key event in the Science Department's calendar. Beyond this, I have arranged yearly activities for my year groups, such as trips to Flynn Park in September and ice skating in Blanchardstown every December. Previously, I have also organised visits to destinations like Dáil Éireann, Croke Park, and Larch Hill. Coordinating these trips requires effective communication with staff, parents, students, management, and external organisations, as well as strong teamwork. These experiences highlight my administrative and organisational skills, which I believe are essential for the responsibilities of an AP1 post holder. ------------------------------------------------- **4. Role and Function of Assistant Principal** ------------------------------------------------- The provision of evidence is central to the competency-based selection process. **In this section, you are asked to set out your experience,** with relevant examples, no more than two in each case, of professional experience and/or educational experience and/or life experience, that demonstrates your capacity for **leadership and management** in each of the four areas**.** 4.1 Leading Learning and Teaching (Maximum 300 words) **Chemistry and Science Teacher:** As a Science and Chemistry teacher with 15 years of experience, I have actively promoted S.T.E.M. education, resulting in a doubling of student enrolment in senior-cycle Chemistry. I focus on sparking a love of science at the junior cycle by empowering students to become independent learners and researchers. The implementation of the new junior cycle curriculum enabled me to collaborate with the Science department to create common resources and an innovative Science Padlet. This platform provides students with access to notes, revision materials, interactive retrieval tools, and topic-relevant information. Students can also contribute, fostering autonomy and ownership of their own learning. I have developed a similar Padlet for Leaving Certificate Chemistry to support continuity in learning. In Transition Year, I designed engaging Chemistry modules connecting real-world applications to students' interests in areas such as pharmaceuticals, cosmetics, medicine, and forensics. These modules are particularly targeted at broadening the appeal of Chemistry, especially to female students. This year, 31 students are enrolled in 5th Year Chemistry, including 14 girls, a clear indicator of the program's success in promoting gender balance and interest in STEM. The success of these initiatives is not only evident in the uptake in Chemistry at L.C. but also in our above National Average results where 35% of students achieve a H1 on average in Chemistry every year in SPS, with many choosing to follow this as a career path. I also lead professional development initiatives by establishing a local professional learning network with neighbouring secondary schools in preparation for the rollout of the new Leaving Certificate Chemistry curriculum in 2025. Recognising the limitations of CPD days provided by OIDE, this network aims to foster collaboration among Chemistry teachers to develop effective strategies, ensuring the best outcomes for students at senior cycle. Additionally, I collaborate with the STEM department to implement an annual cross-curricular project. This initiative integrates multiple disciplines and encourages students to engage in independent research, critical thinking, and teamwork. These experiences highlight my ability to lead initiatives that inspire colleagues and students, driving an evolving and vibrant teaching and learning culture. 4.2 Managing an Organisation (Maximum 300 words) **Year Head:** As Year Head for the past decade, overseeing 2nd, 3rd, and 4th-year groups, I have created a positive, respectful, and inclusive environment where students can thrive both academically and personally. My leadership approach centres on collaboration with students, staff, and parents to provide tailored support that meets the individual needs of each student. I believe in the importance of direct, face-to-face interaction with students, with morning registration being a prime example. Being a familiar, welcoming presence first thing in the morning helps to establish a calm and positive atmosphere, setting a productive tone for the day ahead. Managing complex group dynamics is central to this role. I address challenges such as behavioural issues, conflicts, and attendance concerns by fostering open communication and consistently applying school policies. By promoting trust and respect, I create an environment where issues are resolved constructively and students are encouraged to take responsibility for their actions. My calm, consistent approach ensures high standards are maintained while preserving a supportive atmosphere. I monitor student progress closely by liaising with teachers, tracking attendance and academic performance, and responding proactively to emerging concerns. I work collaboratively with students, staff, and parents to develop solutions that prioritise both well-being and academic success, ensuring that no student is left unsupported. Beyond pastoral care, I manage the operational needs of my year groups by organising school trips, leading assemblies, and coordinating with staff to ensure all planned activities run smoothly and provide meaningful benefits to the students. My use of communication tools such as the school app, Microsoft Teams, parent information evenings, and student support meetings ensures clear, effective information sharing. TYRO is used for tracking behaviour and attendance, further supporting my ability to identify trends and intervene when necessary. These experiences show my ability to combine strong organisational skills with a personal, student-focused approach. My open-door policy fosters approachability and trust, ensuring students and parents feel supported. By leading with empathy and a focus on student-centred outcomes, I contribute meaningfully to the success and well-being of students, staff, and the wider school community. 4.3 Leading School Development (Maximum 300 words) **AP2 - Policy Coordinator:** As Policy Coordinator, I lead the review, development, and implementation of all school policies, ensuring they align with the school's ethos, strategic goals, and statutory requirements. This involves engaging and collaborating regularly with staff, students, senior management, and the Board of Management to ensure policies are both inclusive and effective. I maintain a structured policy review schedule, ensuring timely updates and compliance with national guidelines. When a policy is due for review, I coordinate meetings with the B.O.M. and policy authors, facilitate stakeholder feedback, and oversee revisions. Once ratified, I ensure policies are clearly documented, communicated to staff through the staff handbook, and published on the school website where appropriate. My leadership skills ensures all stakeholders are supported throughout the process, and that the policies reflect the diverse needs of our school community. A specific example of this is my work on the development of the Bi Cinnealta policy, which will replace the existing anti-bullying policy in August 2025. This policy prioritises student well-being and inclusivity, creating a safe environment where students can thrive academically and personally. This initiative highlights my ability to lead school development by focusing on critical areas of growth that directly impact the school's culture. In my current AP2 role, I also oversee the documentation and organisation of Appendix I hours in line with statutory obligations, which ensures accurate records of how our school addresses student well-being at Junior Cycle beyond the timetabled SPHE, PE, and CSPE classes. By analysing this data, I identify strengths in our well-being initiatives and opportunities for improvement, which I then support our wellbeing team in implementing. This reflective process encourages staff to continuously evaluate and enhance their practices, fostering a culture of professional growth and improvement. Through these responsibilities, I play a key role in shaping the school's development, ensuring our policies and practices align with our vision of fostering a supportive, inclusive, and forward-thinking environment. 4.4 Developing Leadership Capacity (Maximum 300 words) Reflecting on how I have developed leadership capacity at Sutton Park, I consider my contributions to both staff and student leadership. With staff, I have mentored new Science department colleagues, helping them become familiar with our shared practices, laboratory procedures, and effective classroom management strategies while always being there for them for advice and support. I also provide guidance to new Year Heads, offering advice on their roles founded in my own Year Head experiences and knowledge of policies. I always encourage their collaboration within the Year Head team to ensure the smooth operation of the system and have enabled new year heads to shadow me in my role, providing leadership in the area. In my role as Policy Coordinator, I support staff unfamiliar with policy review processes, guiding them through deadlines with clear and consistent communication. This approach fosters collaboration, confidence, and consistency across the staff, ensuring all stakeholders are confident in the policy review process. With students, I have worked closely with the Student Council, empowering them to take ownership of the student handbook, which is accessible on all year group Team sites. This initiative promotes autonomy and helps them develop a strong sense of responsibility and leadership. Additionally, I coordinate student participation in the Science Labs during our annual Open Evening, where students showcase their lab skills and scientific knowledge to the public. I guide them through preparing for the event, ensuring they participate safely while highlighting their talents and the school's strong academic reputation. Through mentoring, collaboration, and empowering others, I believe I have demonstrated effective leadership. These experiences reflect my ability to cultivate leadership potential in both staff and students, creating an environment where individuals can thrive, contribute meaningfully, and take pride in their roles within the school community. -- -- **I certify to the Board of Management that the information provided herewith is true and correct.** **Signature of Applicant:........................................... Date:.........................** -- -- *The Interview Board will not award any marks for this application form but may refer to the information provided therein during the interview.* *In accordance with circular 0003/2018 each candidate will be provided, upon written request, with all items listed (i) to (iii) below after s/he is notified of the outcome of the post of responsibility appointment process:* i. *His/her marks under each selection criterion* ii. *The notes of the interview board pertaining specifically to the candidate alone* iii. *The marks of the recommended candidate(s) under each criterion* ***Data Protection:** All personal information provided on this application form will be processed in a confidential and secure manner for the purpose of the recruitment process. Application forms will be retained for a period of 18 months after the formal announcement of appointment of the successful candidate to the post and in the case of a successful candidate for the duration of his or her employment and for seven years thereafter. The information will not be disclosed to a third party without your consent save where provided for by law or where such processing is necessary to comply with the school's legal obligations. You may, at any time, make a request for access to the personal information held about you. Should you wish to make any changes, or erasures, to your personal data, please contact the chairperson of the board of management.* *Sutton Park School is an equal opportunities employer.*