Job title: Head of Upper School – Avanti Urmi International School
Company: Avanti Foundation
Job description: In this exciting new international school, our Head of Upper School will secure high-quality education and care to all students. In addition to carrying out the duties of a Teacher, you will be responsible for the day to day running of the Upper School. You will oversee the management of the school in conjunction with the Executive Principal. Duties include incorporating the quality of teaching and outcomes for pupils, role modelling of teaching in the phase and effective performance management of the phase teachers and teaching assistants (non-inclusion team).
MAIN DUTIES AND RESPONSIBILITIES:
- Develop a climate which enables all phase staff to develop and maintain positive attitudes towards their teaching
- Establish, with involvement of relevant staff, long term plans for the development of the phase which:
Ø Contribute to whole school aims, policies and practices
Ø Are understood by all those involved
Ø Stipulate clearly the action to be taken, timescales and criteria for success
- Monitor progress made towards achieving plans and targets and use this analysis to further improve
- Liaise with staff, parents, external agencies and other schools to coordinate their contribution, provide maximum support and ensure continuity of provision within their phase
Use data effectively to:
Ø inform (on a half termly basis) the writing of a summary report of strengths and development areas for progress and attainment within your phase to share in phase meetings, at SLT and with the SSC (School Stakeholder Committee)
Ø identify learners needs with a specific focus on underachievers in your phase and, where necessary, implement effective plans of action to support them
Ø support teachers to use data and assessments effectively to generate actions and to evaluate progress against the SIP
Ø Liaise with Subject leaders to define effective support or development training when required
Ø Challenge phase teachers through the pupil progress meeting process and follow up where needed with identified agreed actions
Ø Monitor pupil standards and achievement against annual targets and priorities
- To monitor, and work with, phase members, to identify next steps for personal development in teaching and learning practice and to devise plans to support this development
- To undertake routine monitoring as agreed with the Executive Principal and to summarise monitoring within SLT meetings, SSC (School Stakeholder Meetings) and, more generally, in the half termly phase review document
- To have a detailed understanding of attendance levels within the phase and those children who are currently targeted for lower than expected attendance
- To sustain personal motivation and, where possible, that of other staff, through having positive attitudes and a clear understanding of the ethos, aims and values of the school
- To contribute to the school process of self-evaluation and development in the School Development Plan to shape the school’s future direction and establish policy and practice
- To have regard for own professional development and to play a part in the general life and work of the school in meetings and events.
- To attend and contribute to Senior Leadership Team meetings
- To performance manage staff within your school
- To lead staff professional learning within staff meetings when necessary
- When requested, deputise for the Executive Principal
- Any other duty commensurate with the post as directed by the Executive Principal
- The post holder will be expected to carry out other such professional tasks commensurate with the duties, responsibilities and level of the post.
- Promote and safeguard the welfare of students you come into contact with.
- Be aware of and comply with policies and procedures relating to safeguarding, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person.
- Be aware of and adhere to all of AST’s policies and procedures and comply with their contents; raising any concerns in a timely manner.
The job description is not intended to be an exhaustive list of all the duties and responsibilities that may be required.
- The person specification outlines the main attributes needed to adequately perform the post specified. It is intended to give prospective candidates a better understanding of the post’s requirements. It will be used as part of the recruitment process in identifying and shortlisting candidates.
Essential: Qualified teacher status, relevant recent professional development, experience of leading Upper School Phase
Desirable: Middle leadership qualification
- Successful experience of leadership of a curriculum subject within a primary setting or Phase Leadership
- Demonstrable experience and practical application of the Early Years curriculum, planning, assessment and how to make the curriculum accessible to pupils at risk of underachievement
- Successful experience of developing and implementing effective programmes for the professional development of staff
- Excellent behaviour management skills and an ability to lead and communicate these to others
- An outstanding Leader and classroom teacher
- The ability to support the school in the identification of improvement issues through data analysis and evaluation
- A good understanding of inclusion and diversity issues and how to promote these practically within the school community to overcome barriers to learning
- A secure knowledge of health, safety and welfare issues, relevant to the school
- Effective assessment and reporting systems which inform teaching and learning
- Working effectively with staff, parents, pupils, governing body, outside agencies and the wider community
- Excellent understanding of safeguarding procedures
- A reflective, dynamic, flexible person able to promote the ethos and values of the school
- An excellent role model to others and an ability to maintain professional relationships whilst maintaining high standards of behaviour
- The ability to lead and motivate staff and to successfully bring about and manage change
- The ability to communicate effectively both verbally and in writing to a wide range of audiences
- Excellent interpersonal skills, communication skills and a commitment to team working
- The ability to work under pressure to tight deadlines by prioritising and using time effectively
- Excellent behaviour management skills and an ability to communicate these to other
- The ability to maintain positive relationships
- Excellent leaderships and managerial skills and the ability to lead as the Head of Upper School
Completing Your Application Form
a) Ensure that you have completed the top section of the application form stating the job you are applying for, closing date and reference number if applicable.
b) You may find enclosed with the application form the Job Profile and the Person Profile.
c) If enclosed, you must refer to the Job Profile and each point in the Person Profile, but more particularly the essential criteria, to give as much information as you can about why you think you are suitable for the job, giving clear examples.
d) You must complete ALL sections of the application form as clearly as possible, it can be hand-written or typed. CV’s can only be accepted as additional information.
e) You can use additional sheets of paper as necessary and make sure they are securely attached to your application form.
f) Applicants must complete the reference section of the form and, unless otherwise indicated, references may be taken up before the interview. Candidates who are already employed by the AFL should give the name of their current line manager as their referee.
g) Your completed form must be returned before the closing date – applications received after the closing date will not usually be considered.
h) If you have any queries about completing your application form, please telephone the contact person identified in the advert.
a) All referees should be professional rather than personal ones.
b) In the case of teachers, the headteacher of your present or most recent school is the appropriate first referee, the second is optional.
c) In all other cases, where your teaching is or has been, in the maintained sector of education, the first referee should be the chief education officer of your present or most recent employing authority, c/o a divisional office where appropriate.
d) If you have not previously held a teaching post in a school, the name and address of the principal of your institution should be given as the first referee. Heads of department and other persons may be given as a second referee.
e) If you are applying from outside the sector of education, your most recent employer should be given as a referee.
f) Please note that where other referees are given, the school reserves the right to contact referees other than those nominated, in accordance with the practice outlined in (a) to (e) above.
g) If you do not wish confidential references to be sought, it is essential that you state this and the reasons why, when returning this form.
a) Please return this form to the address specified in the vacancy advertisement.
b) In the interests of the economy, it is not AFL policy to notify candidates who have been unsuccessful and generally if you have not heard within 6-8 weeks you should assume that this is the case. Nevertheless, AFL is appreciative of your interest in this appointment.
Location: Mumbai, Maharashtra
Job date: Wed, 30 Sep 2020 22:33:59 GMT
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