Job Description: Assistant Principal (AP) Pastoral and External Services

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1 Job Description: Assistant Principal (AP) Pastoral and External Services Introduction to the post This is an incredibly important role to the NSETC. We deeply believe that if students are going to be successful every day they have to be organised, dressed appropriately, have the correct attitude to learning are supported to overcome barriers to learning. The Assistant Principal Pastoral and External Services has a specific focus on the holistic pastoral care of all students in the school. This will involve line management of the SENCO and pastoral team. As well as having exceptionally high standards of behaviour we also recognise that students need to be fully supported in school and that this at times will involve working closely with parents and outside agencies to ensure that our students receive the best possible support at school and at home. Purpose of the post: To provide professional leadership and management of all aspects of pastoral work in the school in order to secure high quality teaching and learning and improved attainment and progress of all students To raise standards of student attainment and achievement within the school and to monitor and support student progress To be accountable for leading, managing and developing the pastoral team Under the reasonable direction of the principal, to carry out the professional duties of a school teacher as set out in the Teachers Standards 2012 To work in partnership with the Assistant Principal Curriculum and Quality and Heads of Dept. in maximising Progress and Attainment 8 outcomes for KS4 and achievement and success outcomes of KS5 To contribute to the formulation and implementation of school policy To act as a professional role model To take a lead on the school s responsibility to provide and monitor opportunities for personal and academic growth and to ensure that SMSC values are actively promoted with students, parents and colleagues To lead on the development of the schools safeguarding policy and practice. The post holder will be the deputy DSL for NSETC To develop and lead innovative approaches to improving student behaviour and attendance.

2 Key tasks: To build and develop a specialist pastoral team, working to enhance the experience and progress of students through ensuring continued support, intervention and outstanding tutoring. To contribute to the strategic development of the school by implementing whole school new initiatives, monitoring and reporting on key outcomes To take responsibility and be accountable for student attendance in all year groups, by tracking students, identifying and resolving attendance issues and supporting individual students learning needs. To take responsibility for the quality of the delivery of tutoring/tutorials across all year groups through the development and enhancement of the tutoring practice of all members of staff To effectively manage and deploy support staff, financial and physical resources effectively To facilitate and encourage a school experience which provides students with the opportunity to achieve their individual potential To contribute to the broader development of students through enrichment and extracurricular activities Responsible for: Line management of the pastoral team including the SENDCo, Careers and Business Development Officer, Welfare Officer, Counsellor, Nurse, Attendance Officer, Cover Supervisor, and Heads of Key Stage Major focus of accountabilities: Keep up to date with and observe relevant child protection procedures, in line with Keeping Children Safe (2014) and Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings (updated 2009) Lead the development of appropriate systems, resources, schemes of work, communication and policies, in pastoral education Keep up to date with national developments, responding to curriculum development and initiatives at national, regional and local levels Manage, control and ensure effective operation of provision within the pastoral area, including effective deployment of staff and physical resources Monitor and follow up progress of vulnerable groups, maintaining accurate and up to date information on SIMS. Ensure that staff development needs are identified and that appropriate programmes are designed to meet such needs Undertake performance management reviews, including tutorial observations, in line with the NSETC appraisal policy Make appropriate arrangements when staff are absent, ensuring appropriate cover within the subject areas

3 Participate in the interview process for posts when required and ensure effective induction of new staff in line with NSETC procedures Make use of analysis and evaluate performance and attendance data across groups to identify and take appropriate action on issues arising; setting deadlines where necessary and reviewing progress on the action taken Produce reports within the quality assurance cycle for the area Provide the governing body with relevant information relating to the subject area s performance and development when required Lead on the maintenance of effective learner behaviour and discipline across the school in accordance with school policies and procedures, supporting colleagues to resolve issues effectively through the student disciplinary and welfare policies Ensure that all tutors demonstrate good practice in the tutorials with regard to attendance, appearance, dress standards, punctuality, behaviour and target setting and review Observe relevant health and safety regulations as they relate to your teaching and supervision responsibilities, including the Health & Safety at Work Act 1974 and the NSETC s health & safety procedures Interview and give guidance to potential students; assist with the enrolment, pre-enrolment counselling and identification of applicant requirements Support and guide students in their progression to further and higher education and to employment Be proactive in marketing/liaising with local schools and employers with the objective of improving the programmes and forging partnership links Lead on and participate in programme and school activities as appropriate, including parents evenings, career events, open days and other publicity and public relations events With other members of SLT, lead on in-service training for staff across school Be prepared to operate on a flexible year as required; members of the academic staff will normally be expected to work not more than two evenings per week on average Undertake such duties as may be reasonably required commensurate with the grade of the appointment. The job description is not necessarily a comprehensive definition of the post. It will be reviewed regularly and may be subject to amendment from time to time after consultation with the post holder and without changing the level of responsibility of the post. Salary NSETC main pay scale: 47,333-52,540 per annum Conditions of Service Working hours Monday to Thursday; Friday, with contact time and senior leadership time proportionate within this timeframe.

4 PERSON SPECIFICATION: Assistant Principal (AP) Pastoral and External Services Safeguarding: The NSETC is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment. As the responsibilities of this post are defined as regulated activity, the person appointed is required to have an enhanced DBS check with barred list information, and an additional check to ensure that they are not prohibited from teaching. Person Specification ESSENTIAL DESIRABLE A degree, or professional qualification, which is appropriate to the work A teaching qualification Experience of recent teaching across the age and ability range Experience and understanding of student welfare and a proven track record in raising standards and supporting student achievement Recent experience of leading a team Experience of strategic planning and implementing whole school initiatives Understanding of how to use data to inform improvement and raise student performance Competence in IT Highly motivated Excellent organisational skills Excellent interpersonal skills Ability to work as part of a team Experience of leading performance management Recent training and/or experience in carrying out tutorial observations Excellent communication skills Setting and achieving high standards for yourself and your students Promoting a culture of involvement, listening and responsiveness to students needs Ability to make a positive contribution to the wider life and ethos of the school

5 TEACHING STANDARDS 2012 Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are selfcritical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING A teacher must: 1. Set high expectations which inspire, motivate and challenge pupils establish a safe and stimulating environment for pupils, rooted in mutual respect set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2. Promote good progress and outcomes by pupils be accountable for pupils attainment, progress and outcomes be aware of pupils capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study. 3. Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils interest in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 4. Plan and teach well-structured lessons impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching

6 contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 5. Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils education at different stages of development 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. 6. Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7. Manage behaviour effectively to ensure a good and safe learning environment 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 s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils needs in order to involve and motivate them maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. 8. Fulfil wider professional responsibilities make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to pupils achievements and well-being.

7 PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s professional position - having regard for the need to safeguard pupils well-being, in accordance with statutory provisions - showing tolerance of and respect for the rights of others - 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 - ensuring that personal beliefs are not expressed in ways which exploit pupils vulnerability or might lead them to break the law. 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. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

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