Urwah Admin

Park House English School

<div>
 
 Description
 
 
 
 Teacher Role Profile
 
 
 Purpose of Role
 
 
 The purpose of the role of Class Teacher is to share the responsibility for planning, teaching and assessments of the subjects assigned that guides and encourages students to develop and fulfill their academic potential. They must take responsibility for promoting high standards of literacy and articulacy as well as set high expectations and standards which inspire, motivate and challenge pupils. The Class Teacher will be a suitably qualified educator with a proven capacity to lead and effectively deliver teaching and learning to a very high standard. They will be accountable for ensuring that children are inspired, motivated and equipped to make as much progress with their learning as possible and as independently as possible. The incumbent will work closely with colleagues and support the work of the school. They will require initiative, be empathetic and proactive, with a personable and positive character. The post holder will be required to have a positive impact on the work of the school e.g. through subject leadership and extra-curricular activities. Experience working with students for whom English is an additional language would be an advantage.
 
 
 ISP Principles
 
 
 Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health &amp; Safety issues and acting and following up on all concerns appropriately.
 
 
 Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
 
 
 Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
 
 
 Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
 
 
 Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
 
 
 Key Responsibilities
 
 
 LEARNING AND TEACHING
 
 
 Set high expectations which inspire, motivate and challenge pupils
 
 
 <ul>
 <li>
 Establish a safe and stimulating environment for pupils, rooted in mutual respect
 </li>
 <li>
 Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
 </li>
 <li>
 Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
 
 
 </li>
 </ul>
 Promote good progress and outcomes by pupils
 
 
 <ul>
 <li>
 Be accountable for pupils&rsquo; attainment, progress and outcomes
 </li>
 <li>
 Be aware of pupils&rsquo; capabilities and their prior knowledge, and plan teaching to build on these
 </li>
 <li>
 Guide pupils to reflect on the progress they have made and their emerging needs
 </li>
 <li>
 Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
 </li>
 <li>
 Encourage pupils to take a responsible and conscientious attitude to their own work and study
 
 
 </li>
 </ul>
 Demonstrate good subject and curriculum knowledge
 
 
 <ul>
 <li>
 Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils&rsquo; interest in the subject, and address misunderstandings
 </li>
 <li>
 Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
 </li>
 <li>
 Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject
 </li>
 <li>
 If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 </li>
 <li>
 If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
 
 
 </li>
 </ul>
 Plan and teach well-structured lessons
 
 
 <ul>
 <li>
 Impart knowledge and develop understanding through effective use of lesson time
 </li>
 <li>
 Promote a love of learning and children&rsquo;s intellectual curiosity
 </li>
 <li>
 Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
 </li>
 <li>
 Reflect systematically on the effectiveness of lessons and approaches to teaching
 </li>
 <li>
 Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
 
 
 </li>
 </ul>
 Adapt teaching to respond to the strengths and needs of all pupils
 
 
 <ul>
 <li>
 Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
 </li>
 <li>
 Have a secure understanding of how a range of factors can inhibit pupils&rsquo; ability to learn, and how best to overcome these
 </li>
 <li>
 Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils&rsquo; education at different stages of development
 </li>
 <li>
 Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
 
 
 </li>
 </ul>
 Promote good progress and outcomes by pupils
 
 
 <ul>
 <li>
 Be accountable for pupils&rsquo; attainment, progress and outcomes
 </li>
 <li>
 Be aware of pupils&rsquo; capabilities and their prior knowledge, and plan teaching to build on these
 </li>
 <li>
 Guide pupils to reflect on the progress they have made and their emerging needs
 </li>
 <li>
 Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
 </li>
 <li>
 Encourage pupils to take a responsible and conscientious attitude to their own work and study
 
 
 </li>
 </ul>
 Demonstrate good subject and curriculum knowledge
 
 
 <ul>
 <li>
 Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils&rsquo; interest in the subject, and address misunderstandings
 </li>
 <li>
 Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
 </li>
 <li>
 Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever your specialist subject
 </li>
 <li>
 If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
 </li>
 <li>
 If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
 
 
 </li>
 </ul>
 Plan and teach well-structured lessons
 
 
 <ul>
 <li>
 Impart knowledge and develop understanding through effective use of lesson time
 </li>
 <li>
 Promote a love of learning and children&rsquo;s intellectual curiosity
 </li>
 <li>
 Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
 </li>
 <li>
 Reflect systematically on the effectiveness of lessons and approaches to teaching
 </li>
 <li>
 Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
 
 
 </li>
 </ul>
 Adapt teaching to respond to the strengths and needs of all pupils
 
 
 <ul>
 <li>
 Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
 </li>
 <li>
 Have a secure understanding of how a range of factors can inhibit pupils&rsquo; ability to learn, and how best to overcome these
 </li>
 <li>
 Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils&rsquo; education at different stages of development
 </li>
 <li>
 Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them
 
 
 </li>
 </ul>
 Make accurate and productive use of assessment
 
 
 <ul>
 <li>
 Know and understand how to assess the relevant subject and curriculum areas, including internal and external assessment requirements
 </li>
 <li>
 Make use of formative and summative assessment to secure pupils&rsquo; progress
 </li>
 <li>
 Use relevant data to monitor progress, set targets, and plan subsequent lessons
 </li>
 <li>
 Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback
 </li>
 <li>
 Manage behaviors effectively to ensure a good and safe learning environment
 </li>
 <li>
 Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school&rsquo;s behaviour policy
 </li>
 <li>
 Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
 </li>
 <li>
 Manage classes effectively, using approaches which are appropriate to pupils&rsquo; needs in order to involve and motivate them
 </li>
 <li>
 Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
 </li>
 <li>
 Fulfil wider professional responsibilities
 </li>
 <li>
 Make a positive contribution to the wider life and ethos of the school, including fulfilling extra-curricular activity expectations and other &lsquo;out of hours&rsquo; requirements
 </li>
 <li>
 Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
 </li>
 <li>
 Deploy support staff effectively
 </li>
 <li>
 Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
 </li>
 <li>
 Communicate effectively with parents with regard to pupils&rsquo; achievements and well-being
 
 
 </li>
 </ul>
 General
 
 
 <ul>
 <li>
 To complete all other tasks that can be reasonably expected of a teacher
 </li>
 <li>
 To be fully aware of Health and Safety across the school
 
 
 </li>
 </ul>
 Health and Safety
 
 
 <ul>
 <li>
 Emphasizes the importance of safety in all areas of the curriculum, communicating to the pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for Park House English School&rsquo;s property and equipment
 </li>
 <li>
 Safeguard Park House students
 </li>
 <li>
 Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
 </li>
 <li>
 Assist in implementing all policies and rules governing student life and conduct
 </li>
 <li>
 Ensure that, all the necessary health and safety rules and procedures are being followed
 </li>
 <li>
 Maintain an awareness of all the health and safety measures to be taken when in school
 
 
 </li>
 </ul>
 PERSONAL AND PROFESSIONAL CONDUCT
 
 
 <ul>
 <li>
 All teachers are expected to demonstrate consistently high standards of personal and professional conduct.
 </li>
 <li>
 Teachers must maintain high standards of ethics and behavior, within and outside school, by:
 </li>
 <li>
 Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher&rsquo;s professional position
 </li>
 <li>
 Having regard for the need to safeguard pupils&rsquo; well-being
 </li>
 <li>
 Showing tolerance of and respect for the rights of others
 </li>
 <li>
 Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
 </li>
 <li>
 Ensuring that personal beliefs are not expressed in ways which exploit pupils&rsquo; vulnerability or might lead them to break the law
 </li>
 <li>
 Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality
 </li>
 <li>
 Teachers must have an understanding of, and always act within, the cultural expectations of Qatar and the policies and expectations of the school which set out their professional duties and responsibilities
 
 
 </li>
 </ul>
 Profile
 
 
 <ul>
 <li>
 UK Bachelors Degree in Education with QTS,
 
 
 </li>
 </ul>
 OR
 
 
 <ul>
 <li>
 Bachelor&rsquo;s Degree, as well as PGCE (Post Graduate Certificate of Education) with QTS or equivalent
 </li>
 <li>
 Minimum 3 years of relevant experience
 </li>
 <li>
 A Level and GCSE experience would be desirable
 </li>
 <li>
 Meet professional teacher education requirements of school
 </li>
 <li>
 Must hold a current Enhanced Criminal Records Bureau Disclosure, or equivalent, for countries lived in outside of the UK
 </li>
 <li>
 English is mandatory
 </li>
 <li>
 Child Care and Protection training
 
 
 </li>
 </ul>
 
 Skills And Abilities
 
 
 
 Competencies
 
 
 <ul>
 <li>
 In-depth knowledge and understanding of School curriculum (Physical Education National Curriculum - Whole School) and associated assessment methods
 </li>
 <li>
 Up to date curriculum developments
 </li>
 <li>
 Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organization and learning strategies)
 </li>
 <li>
 Proven management skills
 </li>
 <li>
 Excellent communication skills and command of the English language, in spoken and written form
 </li>
 <li>
 Presentation skills with the ability to present information in a concise and professional manner to a variety of audiences
 </li>
 <li>
 Organization skills: well organized and able to prioritize, multi tasks and meet deadlines
 </li>
 <li>
 The ability to work on a regular and punctual basis
 </li>
 <li>
 Flexible and work well under pressure
 </li>
 <li>
 Customer service
 </li>
 <li>
 Critical thinking
 </li>
 <li>
 Ability to negotiate, persuade and motivate others
 </li>
 <li>
 Willing attitude to be a part of the school team
 </li>
 <li>
 Strong sense of professionalism
 </li>
 <li>
 Safeguarding and welfare of children
 </li>
 <li>
 A collaborative team-player with excellent interpersonal skills
 </li>
 <li>
 The ability to develop good personal relationships within a team
 </li>
 <li>
 Behaviour management
 </li>
 <li>
 Demonstrated competency to use computer applications related to the role, including word processing and spreadsheet applications
 </li>
 <li>
 Record keeping and report preparation methods
 </li>
 <li>
 Interpersonal skills including tact, courtesy and patience
 </li>
 <li>
 Customer focused
 </li>
 <li>
 Willingness to undertake appropriate Professional Development
 
 
 </li>
 </ul>
 Attributes
 
 
 <ul>
 <li>
 Empathetic listener
 </li>
 <li>
 Integrity and confidentiality
 </li>
 <li>
 Internationally minded
 </li>
 <li>
 Emotional intelligence
 </li>
 <li>
 Intercultural awareness, creative
 </li>
 <li>
 Flexible and a can-do attitude
 </li>
 <li>
 Passionate about delivering quality education
 </li>
 <li>
 Able to command respect of pupils, colleagues and parents
 </li>
 <li>
 Driven by wanting to improve quality and develop the school
 </li>
 <li>
 An innovator with a willingness to embrace change
 </li>
 <li>
 Reliable with an attention to detail and a commitment to quality
 </li>
 <li>
 An innovator with a willingness to embrace change
 
 
 </li>
 </ul>
 ISP Commitment to Safeguarding Principles
 
 
 ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
 
 
 All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years&rsquo; employment history.
 
 
 ISP Commitment to Diversity, Equity, Inclusion, and Belonging
 
 
 ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.
</div>

Teacher Primary

<div>
 
 Description
 
 
 
 Head of Department-Role Profile
 
 
 Purpose of Role
 
 
 The main role of the Head of Subject is to provide strong academic leadership. The Head of Subject is required to lead, manage and develop the department staff and curriculum to ensure it achieves the highest possible standards of excellence in all its activities. All Heads of Subject are required to exercise leadership, demonstrate vision, and empower others in order to deliver the agreed departmental strategy within the school.
 
 
 ISP Principles
 
 
 Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health &amp; Safety issues and acting and following up on all concerns appropriately.
 
 
 Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
 
 
 Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
 
 
 Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
 
 
 Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
 
 
 Head of Department Key Responsibilities
 
 
 Academic Leadership
 
 
 <ul>
 <li>
 Create, deliver and monitor the Subject Curriculum and Schemes of Work across the Secondary school which are in line with the English National Curriculum
 </li>
 <li>
 Establish clear expectations and constructive working relationships among staff involved with the subject, including through team working and mutual support, devolving responsibilities and delegating tasks, as appropriate, evaluating practice and developing an acceptance of accountability
 </li>
 <li>
 Ensure that the subject area under your leadership has a high profile in the life of the school
 </li>
 <li>
 Ensure that subject team meetings are run effectively and efficiently and used to share good teaching and learning practice
 </li>
 <li>
 Take responsibility for producing department improvement plans in the line with the school&rsquo;s priorities and ensuring it is regularly evaluated and reviewed
 </li>
 <li>
 Support departmental staff in student disciplinary matters, ensuring the school policies are followed
 </li>
 <li>
 Ensure the department fulfils its role in promoting British values, whilst ensuring subject matter is appropriate for the given audience
 </li>
 <li>
 Ensure that quality assurance processes are used to improve the performance of the department
 </li>
 <li>
 Lead staff through internal and external subject reviews, accreditations and inspections
 </li>
 <li>
 Ensure effective deployment of staff
 </li>
 <li>
 Create, collect and analyse appropriate assessments in all Years, and use that information to improve teaching, learning and attainment
 </li>
 <li>
 Ensure that high-quality reports are provided to parents in line with whole school expectations
 </li>
 <li>
 Select appropriate external examination courses
 </li>
 <li>
 Manage the performance of all department staff and to report to the Head of Secondary as required with reference to training needs, examples of excellence and concern
 </li>
 <li>
 Engender a culture of excellence, co-operation and respect both within and beyond the department
 </li>
 <li>
 Allocate staff timetables in conjunction with Senior Staff in order to make effective use of all staffing resources and seek opportunities for collaboration and joint working with others beyond the department
 </li>
 <li>
 Bring forward appropriate plans, suggestions and recommendations to the Head of Secondary for the improvement of the Department
 </li>
 <li>
 Refresh and develop new programmes in order to attract new students and promote the department
 </li>
 <li>
 Train teachers on and be available for pastoral care
 </li>
 <li>
 Ensure a safe and healthy environment for both staff and students, and full compliance with health and safety requirements
 </li>
 <li>
 Observe lessons within the department, coach and mentor staff and feedbackon lesson observations
 </li>
 <li>
 Comply with quality assurance and risk management procedures both internal and external
 </li>
 <li>
 Complete regular reviews of assessment data and take appropriate action to secure excellent outcomes for all students
 
 
 </li>
 </ul>
 Learning and Teaching
 
 
 <ul>
 <li>
 Monitor and evaluate the department&rsquo;s specification and schemes of work
 </li>
 <li>
 Engage all subject staff in the creation, consistent implementation and improvement of the schemes of work
 </li>
 <li>
 Ensure curriculum coverage, continuity and progression in the subject for all students, including those of high ability and those with special educational or linguistic needs
 </li>
 <li>
 Ensure that examinations or other suitable methods of assessment are devised and applied at appropriate times. To ensure that all tests, examinations and assessments are based on the department's specification and marked according to a scheme common to the whole cohort
 </li>
 <li>
 Initiate and, where appropriate, organise curricular, extra-curricular and educational enhancement activities related to the subject
 </li>
 <li>
 Ensure effective development of students&rsquo; literacy, numeracy and information technology skills through the subject
 </li>
 <li>
 Establish and implement clear policies and practices for assessing, recording and reporting on pupil achievement, and for using this information to recognise achievement and to assist students in setting targets for further improvement
 </li>
 <li>
 Ensure that information about students&rsquo; achievements in previous classes and schools is used effectively to secure good progress in the subject
 </li>
 <li>
 Set expectations and targets for staff and students in relation to standards of pupil achievement and the quality of teaching
 </li>
 <li>
 Establish clear targets for pupil achievement, and evaluate progress and achievement in the subject by all students, including those with special educational and linguistic needs
 </li>
 <li>
 Evaluate the teaching of the subject in the school, use this analysis to identify effective practice and areas for improvement, and take action to improve further the quality of teaching
 </li>
 <li>
 Use a variety of methods to monitor and evaluate the teaching and learning offered by the subject staff, and take appropriate action to improve further the quality of teaching and learning
 </li>
 <li>
 Provide quality assurance monitoring and intervention with all subject staff
 </li>
 <li>
 Monitor progress and evaluate the effects of any improvement strategies on teaching and learning by working alongside subject staff, analysing work and outcomes
 </li>
 <li>
 Provide regular feedback to the Head of Secondary/Principal to help the school evaluate its practice
 </li>
 <li>
 Assist the Head of Secondary/Principal in the regular review of the standards of leadership, teaching and learning in the subject area
 </li>
 <li>
 Ensure that subject staff are aware of the cultural sensitivity issues that may present themselves when teaching the subject matter, consulting where necessary to ensure all subject matter is appropriate to the target audience
 </li>
 <li>
 Regularly review teaching resources to ensure they are appropriate for the target audience
 </li>
 <li>
 Hold department staff to account, provide feedback and support to ensure they meet school standards pertaining to their role
 
 
 </li>
 </ul>
 Student Support and Guidance
 
 
 <ul>
 <li>
 Monitor, evaluate and support intervention to tackle any student underperformance
 </li>
 <li>
 Support Progress Leaders in dealing with areas of concerns with all students
 </li>
 <li>
 Help staff to achieve constructive working relationships with students
 
 
 </li>
 </ul>
 Staff Development and Welfare
 
 
 <ul>
 <li>
 Carry out and/or assist with performance management for subject staff
 </li>
 <li>
 Undertake regular learning walks and book reviews within department
 </li>
 <li>
 Ensure development areas for all staff members are continually reviewed and fed back to Head of Secondary
 
 
 </li>
 </ul>
 Resource Management
 
 
 <ul>
 <li>
 Ensure that the Department operates wholly within its allocated budget
 </li>
 <li>
 Manage the departmental resources appropriately in line with the priorities identified in the improvement plan
 </li>
 <li>
 Hold responsibility for Departmental stock, its effective deployment and its upkeep
 
 
 </li>
 </ul>
 General
 
 
 <ul>
 <li>
 Teach a timetable appropriate to the needs of the school curriculum
 </li>
 <li>
 Keep abreast of new developments and initiatives in your subject area so subject area and school can be further developed
 </li>
 <li>
 Provide an appropriate Extra-curricular Programme of activities through the department
 </li>
 <li>
 Perform such additional tasks and duties as might be reasonably directed by the Head of Secondary or the Principal from time to time
 </li>
 <li>
 To complete all other tasks that can be reasonably expected of a Head of Department
 </li>
 <li>
 Take responsibility for own professional development
 </li>
 <li>
 Cover for absent colleagues
 
 
 </li>
 </ul>
 Health and Safety
 
 
 <ul>
 <li>
 Emphasizes the importance of safety in all areas of the curriculum, communicating to the students the importance of a responsible attitude towards personal safety, the safety of others and respect for Park House English School&rsquo;s property and equipment
 </li>
 <li>
 Perform break time duties on time and with due diligence to safeguard Park House students
 </li>
 <li>
 Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
 </li>
 <li>
 Assist in implementing all policies and rules governing student life and conduct
 </li>
 <li>
 Ensure that, all the necessary health and safety rules and procedures are being followed
 </li>
 <li>
 Maintain an awareness of all the health and safety measures to be taken when in school
 </li>
 <li>
 Safeguard Park House duties
 
 
 </li>
 </ul>
 Profile
 
 
 <ul>
 <li>
 UK Bachelors Degree in Education,
 
 
 </li>
 </ul>
 or
 
 
 Bachelor&rsquo;s Degree, as well as PGCE (Post Graduate Certificate of Education) with QTS or equivalent
 
 
 <ul>
 <li>
 Fluency in English is mandatory
 </li>
 <li>
 Child safeguarding trained
 </li>
 <li>
 Minimum 3 years of relevant experience
 </li>
 <li>
 Meet professional teacher education requirements of school
 </li>
 <li>
 Must hold a current Enhanced Criminal Records Bureau Disclosure, or equivalent, for countries lived in outside of the UK
 
 
 </li>
 </ul>
 
 Skills And Abilities
 
 
 
 Knowledge
 
 
 <ul>
 <li>
 In-depth knowledge and understanding of School curriculum (National Curriculum &ndash; Secondary) and associated assessment methods
 </li>
 <li>
 Up to date curriculum developments
 </li>
 <li>
 Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies)
 </li>
 <li>
 Proven leadership and management skills
 </li>
 <li>
 A leader of teaching and learning
 </li>
 <li>
 Experienced curriculum and team leader
 
 
 </li>
 </ul>
 
 Skills
 
 
 
 <ul>
 <li>
 The ability to develop good personal relationships within a team
 </li>
 <li>
 An effective and experienced communicator (written and verbal) to a variety of audiences
 </li>
 <li>
 High level of IT competency
 
 
 </li>
 </ul>
 Personal Attributes
 
 
 <ul>
 <li>
 Passionate about delivering quality education
 </li>
 <li>
 Critical thinker
 </li>
 <li>
 Able to command respect of students, colleagues and parents
 </li>
 <li>
 Organised with proven ability to meet deadlines
 </li>
 <li>
 Driven by wanting to improve quality and develop the school
 </li>
 <li>
 Reliable with an attention to detail and a commitment to quality
 
 
 </li>
 </ul>
 ISP Leadership Competencies
 
 
 You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.
 
 
 <ul>
 <li>
 Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.
 </li>
 <li>
 Learning &amp; Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.
 </li>
 <li>
 Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.
 </li>
 <li>
 Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.
 </li>
 <li>
 Resilience. Can deal with setbacks and challenges calmly and effectively.
 </li>
 <li>
 Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.
 </li>
 <li>
 Integrity &amp; Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles.
 
 
 </li>
 </ul>
 ISP Commitment to Safeguarding Principles
 
 
 ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
 
 
 All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years&rsquo; employment history.
 
 
 ISP Commitment to Diversity, Equity, Inclusion, and Belonging
 
 
 ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.
</div>

Head of MFL

Join Park House English School and explore 2   exciting career opportunities. They're hiring for various roles with options for remote or on-site work. Apply today and become part of their innovative team.

Park House English School

ABOUT_COMPANY

Teacher Primary

Head of MFL