Key Purpose Statement

• To create a learning experience to stimulate and grow individual talents and get children ready for formal schooling
• To implement and maintain a learning environment and culture that embraces future focused education and one in which students are motivated, inspired and challenged. Uses a range of relevant and recognized approaches to maximize the personal, physical and psycho-social development of every child
• To demonstrate strength of character, integrity and professionalism at all times.
• To develop and maintain constructive and ongoing partnerships with colleagues, parents, guardians and members of the community. To communicate and collaborate with all members of the learning community in a positive, respectful and open-minded way
• As a life long learner to continually undertake personal inquiry, reflection and action to inform their practice and understanding of teaching and learning and remain abreast of global education trends

Principal Accountabilities

Academic Delivery (35%)

• Keeps abreast of future focused educational trends in the Pre-primary Phase, Academics intentionally incorporating them into teaching and learning practices aligned with Crawford Pillars.
• Implements the school curriculum and other teaching strategies in planning for engaging, inspiring, relevant and differentiated learning locally and globally.
• Enriches the curriculum and teaching programme by making lessons more exciting through the use of, stimulating and engaging teaching practices and appropriate learning aids including technology.
• Prepares and ensures that the learning environments are supportive of the lessons
• Ensures the effective and efficient deployment of classroom support in order to enhance the teaching and learning taking place in the classroom.
• Collaborates, plans, liaises and reflects with other members of the learning community, regularly.
• Assists with additional offerings, duties, extra murals and events taking place at the school.
• Provides children with tailored, diffentiated learning material and gives individual support where necessary.
• Participates in, embeds and applies professional development tools, strategies and pedagogical approaches.
• Shows an ongoing commitment to “lifelong learning” and remains informed on current relevant practice and is readily available to attend appropriate development/training.

Academic Assessment and Reporting (20%)

• Assesses and records student’s progress (academic,social, emotional and other), continuously and systematically and keeps records up to date in the format required by the school, formulating an in depth knowledge of each student in the class
• Meets academic standards as defined by Central Academics and Crawford International Academic strategy
• Assesses and monitors student performance and progress, using data driven decision making and defines next steps in the personalised learning journey.
• Provides feedback and reports for parents, Principals and/or Academics Department throughout the year( STASY, Inquiry Units, Other)
• Participates in discussions around moderation of assessments being completed

Student Behaviour Management (15%)

• Manages student behaviour in the classroom by establishing rules, essential agreements and procedures as expected behaviours.
• Promotes personal, social, physical and emotional well-being of individual students, groups of students and across the entire school.
• Provides guidance and advice to students and parents/ guardians on educational and social matters pertaining to student’s well-being.
• Identifies students who may have barriers to learning and inform the appropriate people to initiate the next steps to support individual progress.
• Informs appropriate staff and parents regarding the support being offered and the action plan to be followed.

School Brand Ambassadorship (10%)

• Knows and demonstrates the Crawford International mission statement and embracing Crawford International DNA.
• Acts as a role model with regard to work ethic, attitude and professionalism, Embracing the Crawford International DNA
• Contributes to the sustainability and effective operation and management of the school, continuously.
• Assists with additional offerings, duties and extra murals, assemblies, devotions, and other events taking place across Crawford International. Attends and supports a range of school activities and events.
• Promotes the good reputation of the school and Brand both internally and externally and is readily available to market the school at Open Days, exhibitions etc
• Contributes to the professional development of new teachers / interns and student teachers/ interns as required.
• Submits articles for newsletters or School magazine/ yearbook, social media or other as requested.

Administration (10%)

• Adheres with requirements of timetabling and ensures its effective implementation in their classes.
• Plans for excursions by obtaining all the relevant approvals and liaises with service providers as necessary.
• Keeps and maintains the Crawford International learning space as dynamic learning environment.
• Where applicable, conduct inventory activities of consumables and equipment to monitor usage and ensure availability as required. Repair and replacement
• Prepares for and participates in Staff, Phase, and Grade meetings as required.
• Assist with compilation of budgets, annually and controlling of expenses thereafter.
• Advises Principal and management if substitution is required and assists with substitution as requested.
• Follows the annual and termly plans and advises if adjustments are required.

Health & Safety (10%)

• Actively observes and supervises children in playing and activity areas as appropriate.
• Applies medical support, as a first aid trained staff member, to as prescribed or as or when the medical condition/ situation requires action ensuring that any incidents are duly reported to Management and parents via the stipulated channels.
• Observes and scrutinises the classroom and playing areas for dangerous / hazardous objects or circumstances, removes/ tapes off hazards where possible and immediately reports safety issues to the school leadership team.
• Creates awareness of personal safety and social issues amongst students, continuously.

Competencies

• Demonstrated planning and organisation skills with superior detail orientation.
• Exceptional interpersonal skills with excellent written and verbal abilities and professional presentation skills
• A proven track record of managing professional relationships with maturity and high EQ
• The incumbent must present themselves professionally and in alignment with the brand message.
• Professional time management is a minimum requirement of the role.
• Demonstrated evidence of the ability to think critically and problem solve appropriately.

It is expected that if Educators are interested in growing their management and leadership competence, they will become proficient in the following competencies:

• Commercial Aptitude – Understanding the bigger picture and all the facets incorporated into leading a school.
• Strategic Thinking – Ability to create strategic plans that sets the school up for a sustainable future.
• Execution – Understanding how to translate strategic plans into day-to-day executable activities.
• Customer Orientation – Patience and understanding of what parents and students want and need, and how best to facilitate these.
• Collaborative Relationships – Respect for peers and the ability to build collaborative partnerships with other senior leaders, vendors, suppliers and customers.
• Decision Making – Ability to make data-rich, informed decisions, and proactively taking advantage of opportunities as they arise.
• Capability Building – Ability to coach and provide feedback and guidance. The ability to actively develop others and have difficult conversations as needed.
• Performance Leadership – Unites people behind a strong vision and leads the team in executing on goals and achieving stretch objectives.
• Interpersonal Effectiveness – Aware of how their actions impact others’. Ability to influence others and build relationships.

Minimum Qualification

• Post Matric Certificate (NQF level 5) in ECD for Grades 0000-000
• Degree (NQF level 6) in ECD or B. Education (Foundation Phase)
• PGCE for degrees deemed suitable for a Pre-Primary teacher viz. Psychology
• Valid SACE certificate
• Police Clearance

Desired Qualification

• Degree (NQF level 6) in ECD or B. Education (Foundation Phase)

Minimum Experience

• 2-5 years Teaching Experience.
• 1 year Teaching internship (at Principal’s discretion)