Head of Learning Teaching and Innovation

Safeguarding Statement

Taaleem is committed to safeguarding and promoting the welfare of children. At Taaleem, we hold ourselves to a high standard of effective practices in relation to child protection and we are committed to safeguarding and promoting the welfare of children. We expect all staff to share this commitment. Successful applicants will be subject to various background checks including, receipt of high quality references, proof of relevant qualifications, identification and police checks, including overseas checks.

Job Purpose:

Leadership role with whole-school responsibility. The position complements that of the HoS & IB coordinators by working cross- programmes to ensure the highest possible quality in the written, taught and learned curriculum.

• HoLT is responsible for putting in place the systems for supporting, mentoring, coaching, facilitating, advising and appraising instructional staff and middle leaders with the aim of improved student learning and staff professional development, such that all enrolled students have equitable access to the mission of the school.
• HoLT is responsible for the school’s ADEK inspection cycle, CIS accreditation cycle and the synchronisation of this cycle with IB authorisation and evaluation cycles and with the school action plans.
• HoLT is responsible for improving the quality of learning across the school through the collection and analysis of data to support the progress of individual students, groups of students, and programme development.

Key Relationships:

• Head of Primary/Secondary, Senior Leadership Team, Secondary Department Heads, Students and Parents, Teachers and Support Staff

Key Accountabilities:

• Supporting IB Coordinators and HoS in the development of a high quality IB education, by leading on matters related to curriculum, learning, teaching and assessment.
• Ensure that the school mission, the IB Principles and Practices, and the Raha Teaching and Learning standards form the core of practice
• Support the creation and implementation of school action planning by ensuring that all other major school planning (e.g. IB programme action planning) is congruent with the whole school action planning
• Responsibility to oversee middle leaders in the development and implementation of suitably aligned subject/departmental/grade level planning
• Track the progress of action plans and related departmental goals and communicate status updates to the admin team along with recommendations for support/action
• Lead committees, action teams or other initiatives as needed, in advancement of the strategic objectives and mission of the school

Supporting Teaching

Assume prime whole-school responsibility for the school’s professional growth and evaluation process, to include:

• Work with Heads of School in determining the assignment of supervisors within the appraisal process
• Be responsible for the supervision of appraisal supervisors in effectively carrying out their responsibilities
• Provide training, mentoring or other necessary support to staff as they meet the requirements of appraisal (reflection, goal setting, gathering and responding to evidence, reflection)
• Assume responsibility for the support of appraisal through PLCs or other on-site PD initiatives
• Provide support in working towards the goals set on any performance improvement plan for any staff placed on probation

Develop the School as a ‘Teaching School’ in which everyone – including adults – learn, to include:

• Mentoring and support of new teachers
• Develop an action research process for PD, support teachers engaged in action research
• Provide a wide range of support to teachers: coaching, mentoring, leading mentoring programmes, leading professional learning groups, providing professional reading and leading discussion groups, developing reflective practice, classroom observations/support, supporting beginning teachers, developing classroom management strategies, leading professional learning programmes in the school, facilitating and supporting professional learning communities

Supporting Learning

Improving the quality of learning across the school through the collection and analysis of data to support the progress of individual students, groups of students, and programme development. Data analysis will involve

• The collection of learning data from chunk (summative), ongoing, common and external assessment
• The appropriate triangulation of learning data with perception and demographic data
• Ensure adequate opportunities for student voice in the process of teaching, learning, assessment, recording and reporting
• Ensure that, through an ever-deepening implementation of the Raha teaching & learning standards & IB standards and practices all students have an equitable opportunity to be challenged, successful and develop ownership of their learning and development

Further develop Raha Standards for leadership and student support.

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Person Specification:

Education: Bachelor’s degree in Education (or other suitable degree).

• Experience: At least 3 years in a middle leadership position. Senior leadership experience preferred. Must have experience in IB Leadership.

Competencies:

• Able to enthuse adults to try new approaches to learning.
• Be aware of new pedagogical developments and be able to model best practice.

Attributes:

• Organised, collaborative team player,
• Inspirational speaker,
• Empathetic listener,
• Integrity,
• Strategic thinker,
• Able to convert vision into action,
• Internationally minded,
• Emotional intelligence,
• Intercultural awareness, creative,
• Persuasive,
• Flexible and capable of managing growth and instilling high standards, adept in multilingual settings,
• Spirited,
• Pioneering, professional and nurturing.