catalyst-program-coordinator-k-12-role-description

CATALYST PROGRAM CO-ORDINATOR K - 12 (Gifted Education Teacher) Position Description Role Description The Catalyst Program Co-ordinator is responsible for specialist educational provision for exceptionally able students in the Senior and Junior School. The Catalyst Co-ordinator will be responsible for designing, implementing and reviewing specific programmes within the School that offer additional targeted support to high potential learners, thereby ensuring an optimal level of learning and support for students, teachers and families across the whole school. The Catalyst Program Coordinator is a specialist in gifted education who will work with the small minority of students whose exceptional abilities mean that their learning needs cannot be met through classroom differentiation alone. The Catalyst Co-ordinator will support classroom teachers in programming, resourcing and pedagogy in order to ensure enrichment and extension to these identified students. The Catalyst Co-ordinator will also support provision for some students who require ongoing case management and mentoring to support and enrich their exceptional abilities.

This is a full time, permanent role position for a term of three years, renewable. The experience and qualifications to teach a subject at secondary or primary level will be highly regarded.

Reporting Relationship The Catalyst Program Co-ordinator is responsible ultimately to the Principal in all aspects of the position and directly to the Head of Specialised Programs, who is responsible for gifted and special education across the School. On a day-to-day basis, s/he will work closely with the Director of Curriculum and Assistant Principal Junior School.

Role Responsibilities  Assist in the development, implementation, monitoring and evaluation of effective academic provision for K – 12 students with exceptional academic abilities  Working with the Head of Specialised Programs, systematically identify students to participate in the Catalyst Program  Be the first point of contact for parents who believe that their child may be gifted  Create detailed profiles of Catalyst students and use these to support teachers in adapting their teaching practices to meet these students’ needs  Develop specific programs for Catalyst students across K - 12 e.g. mentoring, withdrawal groups, cluster groups, curriculum compacting, subject or whole grade acceleration etc  Assist in the continued development, review, revision and evaluation of the Catalyst program  Mentor individual Catalyst students or groups of Catalyst students or, where appropriate, identify mentors and arrange and monitor a program of study to be pursued  Provide advice to parents of Catalyst students on how to support their daughters’ needs, and where appropriate provide resources for this purpose  Monitor and track the progress of Catalyst students and set targets to ensure challenge and to address any underachievement  Counsel and support Catalyst students where required, especially with respect to their social and emotional needs

November 2016

 

  

Keep students, staff and parents informed of community programs of relevance to Catalyst students Provide ongoing professional development for Queenwood teachers in understanding the needs of high potential learners and how to cater for them effectively in programming, resourcing and teaching strategies Implement and manage the running of particular projects that aim to serve the needs of Catalyst and highly able students Contribute to budget and department planning with respect to gifted education and the Catalyst program Keep abreast of new ideas, research and program offerings in gifted education e.g. by attending conferences/workshops, reading professional magazines and books, researching websites, participating in support networks etc.

Key Competencies  Formal qualifications (ideally at diploma level) in gifted education  Understanding of current theory and practices relating to gifted education  Understanding of effective pedagogical approaches that improve learning outcomes for students identified as having exceptional abilities  Knowledge of, and ability to administer, a range of standardised and diagnostic tests, and experience in the analysis of student data  Demonstrated ability to develop programs and practices that support the needs of students identified as having exceptional abilities and learning needs  Ability to advocate for students of exceptional ability by creating and sustaining positive attitudes toward them and ensuring that provision for these students is considered as an essential part of the school’s agenda for developing learning and teaching  Ability to relate to students of exceptional ability and to liaise positively with their parents and with staff Personal Attributes  A demonstrated capacity to provide leadership in the achievement of quality learning outcomes for students of exceptional ability  Excellent written and verbal communication skills  High level organisational and management skills  Demonstrated strong interpersonal skills enabling the development of collaborative and constructive working relationships with staff, students, parents and external organisations and personnel  An understanding of the need to maintain confidentiality and commitment to professional conduct in keeping with the Queenwood staff code of conduct  A capacity to think strategically and analytically to contribute to positive educational outcomes at the whole school level  An ability to initiate, plan and implement programs, policies and procedures in response to new needs and priorities that impact upon the school’s overall effectiveness  A demonstrated capacity to evaluate and critically reflect upon professional practice, including one’s own, and to assist and support colleagues to develop their own skills through involvement in ongoing professional learning  Ability and willingness to contribute positively to the wider life of the School and to support the values and ethos of the School

Closing date for applications is Tuesday 15th November at 5pm.

November 2016

PLEASE NOTE THAT QUEENWOOD ONLY ACCEPTS ELECTRONIC APPLICATIONS Applications should include:  Your WWCC number as per new regulations as at 15th June 2013  Application for Employment - see Queenwood website Employment page: http://www.queenwood.nsw.edu.au/about-queenwood/employment/  Resume & cover letter addressing the criteria / position requirements  Your email address  Names and phone numbers of three confidential referees  Applications that are not accompanied by the Queenwood Application for Employment form will not be considered.  Applications to be emailed to: Assistant.to.DoC@queenwood.nsw.edu.au

November 2016