Assistant Headteacher (with Core Subject or Phase Leader Reponsibility)


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Assistant Headteacher (with Core Subject or Phase Leader Reponsibility)

Application Pack

Location: Brampton Primary Academy, Brampton Road, Bexleyheath, Kent DA7 4SL

REAch2 Registered address:

REAch2 Academy Trust

Scientia Academy

Mona Road

Burton Upon Trent

Staffordshire

DE13 0UF

www.reach2.org

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Contents

- Letter from Sir Steve Lancashire, Chief Executive

- The application process and timetable

- Background on REAch2

- Job Description

- Person Specification

Letter from Sir Steve Lancashire, Chief Executive, REAch2 Academy Trust

Dear Candidate,

Thank you for your interest in this role within the REAch2 Academy Trust.

This is a hugely exciting time for our family of schools. The Trust has been recognised by the Department for Education as being well placed to raise standards and achieve excellence for pupils in a growing number of schools nationwide. We are presented with a rare opportunity to make a real difference to the lives and life chances of so many primary school children – many of whom haven’t previously received the educational opportunities they deserve.

The Trust has academies based all across England and includes schools at various stages of development, from those requiring significant improvement through to existing outstanding schools. As a Trust we are clear about the importance of achieving long term sustainability for our schools. Our vision is to enable individual academies to flourish with real autonomy, whilst also ensuring a strong ethos of support and collaboration across our schools.

Teachers within REAch2 belong to a national community of professionals, and benefit from a wide range of networks and development opportunities across the Trust. In time, our best teachers are able to work across schools, develop specialisms and step up to leadership roles within and beyond their own academy. The Trust provides a strong culture of collaboration and support, together with high expectations for staff and pupils alike.

Those we recruit are able to demonstrate that they share our values, are highly motivated to work with colleagues within and beyond their school to continuously develop their skills and pursue professional excellence, and are committed to providing the highest standards of teaching for all children. If that is you then we would be delighted to receive your application.

Sir Steve Lancashire

Chief Executive, REAch2 Academy Trust

The application process and timetable

You are invited to submit an application form, which is available together with this document.
Closing date for applications – noon on Monday 6th February 2017

Interviews – Wednesday 8th February 2017

The candidates selected for interview will be informed after shortlisting and full details of the interview programme will be provided.
REAch2 Academy Trust has an Equal Opportunities Policy for selection and recruitment. Applicants are requested to complete and return the Equal Opportunities Monitoring form separately with their application.
In accordance with our Safeguarding Policy the successful candidate will be required to have an enhanced DBS check.
To arrange an informal discussion please contact: Ms Sue Douglas, Headteacher or Mrs Ana Silva, Deputy Headteacher on 0208 303 2873.
Completed application forms should be sent to: Ms Sue Douglas, Headteacher, Brampton Primary Academy, Brampton Road, Bexleyheath, Kent DA7 4SL / admin@brampton.bexley.sch.uk

Equal Opportunities Monitoring forms should be sent to:

Recruitment

REAch2 Academy Trust

Hillyfield Primary Academy

127 Aveling Park Road

London

E17 4NR
E-mail: recruitment@reach2.org

Background on REAch2

The REAch2 Academy Trust originated from the successful school improvement and partnership work led by Hillyfield Primary Academy in Waltham Forest, London. The Trust has grown to become a national family of primary academies committed to raising standards and achieving excellence for all pupils, whatever their background or circumstance.

Schools, staff and children within the Trust benefit from a strong ethos of support and collaboration across the REAch2 family. Teachers within REAch2 belong to a national community of professionals, and benefit from a wide range of networks and development opportunities across the Trust.

REAch2 Trust is part of a teaching school alliance (led by the REAch2 Tidemill Academy in Deptford). As a result, teachers and leaders within the REAch2 family are able to access a range of teacher and leadership development opportunities, including the Improving Teacher Programme and the Outstanding Teacher Programme, as well as programmes for middle leaders and newly qualified teachers.

The Trust is focused on ensuring it supports, develops and empowers its staff so that, in time, our best teachers are able to work across schools, develop specialisms and step up to leadership roles within and beyond their own academy. This underpins our approach to school improvement – including the successful improvements that have been achieved so far in many of our schools that have joined the Trust as sponsored academies.

REAch2 benefits from the involvement of leading educationalists, including our board member Professor John West-Burnham, and strong links to prestigious institutions such as the Institute of Education.

Our Regions

  • West Midlands covering - Staffordshire, Warwickshire, Birmingham and Telford

  • East Anglia covering – North East Essex and Suffolk

  • South Central covering - Croydon, Bexley, Kent and Sussex

  • North Central covering – Essex, Reading, Hertfordshire, London

Our cornerstones and touchstones

REAch2 is a cornerstone of every academy in the Trust: a strong, responsible foundation providing a solid base, from which every academy can build and grow. Defined by the values of excellence, quality, delivery and standards – these features give the Trust its enduring attributes and its inherent reliability.

What gives each REAch2 Academy its uniqueness are the touchstones of the Trust: seven principles which make our Academies distinctive. Just as 500 years ago touchstones were used to test the quality of the gold they marked, so too our touchstones find what is precious and set these things apart. They are used to express the values and ethos of the Trust and describe what the Trust wants to be known for and how it wishes to operate.

The touchstones are:

  • Learning: children and adults will flourish in their learning and through learning discover a future that is worth pursuing;

  • Leadership: we aspire to an unwavering emphasis on the highest quality of leadership at all levels. The Trust seeks out talent, develops potential and spots the “possible” in people as well as the “actual”.

  • Enjoyment: children deserve enjoyment in their learning and the pleasure that comes from absorption in a task and achieving their goals. Providing contexts for learning which are relevant, motivating and engaging will release in children their natural curiosity, fun and determination.

  • Inspiration: inspiration breathes energy and intent into our schools: through influential experiences of people and place, children are compelled to believe that no mountain is too high and that nothing is impossible.

  • Inclusion: we celebrate the economic, social and religious differences that serving a range of communities across the country brings and we encourage diversity. Embracing inclusion, particularly those children with special education needs, ensures that the Trust serves all and believes everyone can and must succeed.

  • Responsibility: we take accountability seriously and by being responsible for every child, we act judiciously with control and care. We don’t make excuses, but mindfully answer for actions and continually seek to make improvements.

  • Integrity: we are a trust that has a strong moral purpose. As a Trust we recognise that we lead by example and if we want children to grow up behaving appropriately

and with integrity then we must model this behaviour. We welcome the fact that all our decisions and actions are open to scrutiny.

You can learn more about the touchstones, and hear from staff and pupils across REAch2 schools, at our website: www.reach2.org

Job Description

Assistant Headteacher with Core Subject Leader or Phase Leader Responsibility
Scale Point – Leadership scales for Outer London – dependent upon experience
This appointment is subject to the current conditions of employment of assistant head teachers contained in the School Teachers’ Pay and Conditions Document, the Current Education Act, the required standards for Qualified Teacher Status, other current educational legislation and the school’s articles of government.
This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
This job description may be amended at any time following discussion between the Head Teacher and member of staff and will be reviewed annually.
As Assistant Headteacher you will be part of the Senior Leadership Team and the wider Senior Leadership and Management Team of the school and will:


  • Act in all matters normally dealt with by the Head Teacher/Deputy Head Teacher in their absence, including disciplinary issues as they arise, taking assemblies and carrying out lunchtime supervision as necessary.




  • Be aware of all the necessary procedures in the event of accident or emergency. Ensure implementation of relevant policies and procedures including health and safety and security.




  • Have a Senior Leadership and Management Role and share responsibility for planning and developing school procedures, including school self-evaluation and review.




  • Lead a key stage as line manager and act as a team leader for staff performance management. Act as coach and mentor as appropriate in order to develop the skills and knowledge of students and staff.




  • Act in a professional manner when dealing with all pupils, parents, and colleagues in curriculum and pastoral matters; endeavour to maintain good staff morale throughout the school.




  • Ensure a proactive approach to maintaining high levels of professionalism and furthering your professional development by keeping abreast of current developments, attending training, reading relevant publications and disseminating information to colleagues as appropriate.


The post holder In addition to the requirements of all class teachers, will be required to undertake the following areas of responsibility and key tasks:
A. Strategic direction and development of the school - in co-operation with, and under the direction of, the Head Teacher to:


  • develop a wide knowledge and understanding of a strategic whole school perspective;




  • support the vision, ethos and policies of the school and promote high levels of achievement;




  • support the creation and implementation of the school improvement plan within the national and local context, and to take sole responsibility for appropriately delegated aspects of it;




  • support all staff in achieving the priorities and targets which the school sets for itself, and to provide them with support and guidance in implementing schemes of work;




  • support the evaluation of the effectiveness of the school’s policies and developments with particular emphasis on the School Self Evaluation Form;




  • ensure that parents/carers are well informed about the school curriculum, its targets, children’s attainment and their part in the process of improvement.


B. Teaching and learning - to:


  • Lead a team as line manager for a key stage to successfully ensure pupil progress;




  • develop a classroom environment and teaching practice which secures effective learning across the breadth of the Foundation Stage Curriculum Guidance/National Curriculum/Creative Curriculum and provides a professional model, clearly demonstrating effective teaching, classroom organisation and display, and high standards of achievement, behaviour and discipline;




  • take responsibility for the development and monitoring of a curriculum area(s) or whole school curriculum aspect(s), as agreed from time to time;




  • take responsibility for the leadership of a core subject or phase within the school;




  • support the Head Teacher in the monitoring of the quality of teaching and children’s achievement including the analysis of performance data;




  • support the Head Teacher in developing links with parents/carers, other schools, educational institutions and the wider community, including business and industry, in order to enhance teaching and learning and children’s personal development.



C. Leading and managing staff - to:


  • support the Head Teacher in developing positive working relationships with and between all staff and provide and sustain motivation;




  • lead groups of staff in developmental activities, delegate appropriately and evaluate outcomes;




  • support the Head Teacher in the implementation of the school’s performance management policy.


D. Effective deployment of staff and resources - to:


  • support the Head Teacher in the appointment, deployment and development of staff to make the most effective use of their skills, expertise and experience and to ensure that all staff have a clear understanding of their roles and responsibilities;

  • support the Head Teacher in the management and organisation of relevant groupings of children and through liaison with individuals as appropriate, in order to ensure effective teaching and learning takes place and that children’s personal development needs are met;




  • work with the Head Teacher and governors in establishing priorities for expenditure and monitoring the effectiveness of spending and usage of resources with a view to achieving value for money.


E. General - to:


  • take an active part in all aspects of school life;




  • provide information and advice to the Head Teacher and governing body and support proper accountability processes throughout the school;




  • to promote equal opportunities within the school and to seek to ensure the implementation of the school’s equal opportunities, racial equality and inclusion policies.




  • ensure pupils are safeguarded at all times.




  • to liaise with individuals and outside agencies as appropriate.




  • take on any additional responsibilities which might, from time to time, be determined by the Head Teacher.


F. Specific responsibilities - to;


  • take on specific tasks related to the day to day administration and organisation of the school as required;



School specific responsibilities and tasks:


  • take on any additional responsibilities which might from time to time be determined.




  • to carry out such other duties as may be reasonably allocated from time to time by the Head Teacher.


Lead Curriculum area/s throughout the school in order to:


  • ensure that class teachers and subject leaders consistently follow the curriculum as planned by the school, particularly with regards to the non-negotiables.




  • assess and evaluate curriculum area/s, ensuring consistency with the Foundation Stage curriculum, National Curriculum and Brampton’s own Creative Curriculum.




  • monitor standards within curriculum area/s and give verbal and written feedback to staff and copy reports to Head Teacher as on the monitoring schedule.




  • moderate standards in teacher’s practice, planning and work samples across year groups and classes and give verbal and written feedback and copy report to Head Teacher.




  • monitor through regular observations, standards of teaching and learning to ensure the needs of all children are met: individual verbal and written feedback to staff and copy reports to Head Teacher.




  • monitor record keeping of curriculum areas; interrogate Foundation Stage; set improvement strategies in liaison with the Senior Leadership and Management Team.




  • monitor rate of pupil progress alongside subject leaders and the suitability of the planned targets related to cross-curricular work.



Person Specification
* As a leader of the school, you must be passionate about providing the very best opportunities for all of our children and staff.

* You will need to accept responsibility for the achievement of the goals you take on, and you will need to think strategically about the relationship between your personal goals and the goals of the school.

* You will need to embrace new initiatives and contribute your ideas about the way forward, keeping the school moving with or ahead of the times, whilst maintaining excellent standards of education.

* You must be prepared to devote energy to the job, whilst making sure that you retain enough energy for your own life outside of school – you must be creative and constructive about how you do this.

* You must be prepared to take risks, to explore new avenues; to face frustrations and disappointments and to build your strength from them.

* You must demonstrate that you love teaching, that you are very good at it and that you can inspire the confidence of colleagues and parents.

* You must be able to work productively, constructively and supportively with the Leadership Team and take every opportunity to widen your knowledge of all aspects of whole school leadership and management.

As a member of the Leadership Team you will be expected to take responsibility for the following areas of school development:

* Leader of a curriculum area planning, management and organisation.

* Leader of monitoring and evaluation.

* Leader of key initiatives.

* Line Manager for a key stage.

* Act as key coach and mentor to advise and guide staff and develop staff and student expertise.

These responsibilities will be allocated according to the relevant enthusiasms and aptitudes of the Head, Deputy and Assistant. However, it should be anticipated that any member of the Leadership Team might be called upon to lead any of the above areas.





Essential

Desirable

Qualifications

* Qualified Teacher status

* Evidence of involvement in INSET as a participant and as a provider

* Experience in a leadership and management role in school

* Be a proven outstanding practitioner

* Degree level qualification

* NCSL training

Experience

The Assistant Headteacher should have experience of:

* minimum five years post qualification full time teaching;

* tracking progress and raising the achievement of all pupil groups;

* strategic responsibilities in school leadership and management;

* working with governors;

* leading the development of a core curriculum area;

* participating in a team approach to management, including change management.

In addition, the Assistant Headteacher might have experience of:

* working with children from a variety of backgrounds;

* the process of school development and improvement planning;

* successful staff recruitment, appointment and induction;

* working in more than one school within the primary age range;


Knowledge and

Understanding

The Assistant Headteacher should have knowledge and understanding of:

* the role of the leadership Group within the school;

* the New Ofsted Inspection Framework and the process and place of self-evaluation;

* planning for the delivery of a broad and balanced curriculum which meets the needs of all learners;

* staff development and Performance Management;

* monitoring and assessment across a key stage.

In addition, the Assistant Headteacher might also have knowledge and understanding of:

* current theories of teaching and learning developed as a result of brain-based research;

* the principles of community education and parental involvement;

* whole school issues and their implications for financial management.

Skills

The Assistant Headteacher will be able to:

* use vision, initiative and leadership in making change, to enhance and raise standards;

* support the work of colleagues and promote staff development;

* involve staff, parents and governors in the process of establishing a clear and shared set of aims, objectives and values for the school;

* use ICT with confidence and enthusiasm.

In addition, the Assistant Headteacher might be able to:

* show evidence of his or her active involvement in a PTA or Parents’ Association, or a wider community issue.

Personal

Characteristics

Imaginative Good with adults Self-confident

Creative Resilient Self-motivated

Positive Adventurous Eager to learn

Passionate about Adaptable Sensitive

education Approachable Supportive

Good with children Passionate about well-being of

children and staff



REAch2 Academy Trust is a charitable company limited by guarantee in England and Wales, Company number 08452281, Registered office Address: Scientia Academy, Mona Road, Burton Upon Trent, Staffordshire, DE13 0UF; VAT Number: 220 8862 15

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