Vice-Principal (Pastoral)

Transcription

1 Job Application Pack Vice-Principal (Pastoral) February 2014

2 Content Letter from the Head of School Page 3 Letter from the CEO Page 4 About Nottingham University Samworth Academy Page 5 Ethos Page 5 Achievement Page 5 Curriculum Page 6 About the School Page 6 About the Torch Academy Gateway Trust Page 7 Our Vision Page 7 The Trust Page 7 We Promote Page 7 Group Ethos Page 8 Securing success Page 8 Person Specification Page 9 Job Description Page 11 Section 1: Working Practices of a Classroom Teacher Page 12 Section 2: Working Practices of a School Leader Page 14 Section 3: Working Practices of an Appraisal Team Leader Page 18 Disclaimer Page 19 2

3 Letter from the Head of School Dear Applicant, Thank you for your interest in our recently advertised post of Vice-Principal (Pastoral) at the Nottingham University Samworth Academy. Working at the Nottingham University Samworth Academy will be an exciting and challenging chapter in the career of any teacher. Along with the responsibilities associated with the position of Vice-Principal (Pastoral) the successful candidate will be responsible for helping to form the culture, ethos and working practices of the school at every level. Securing outstanding teaching and learning will be critical to our success and every member of staff will be required to contribute to the development of teaching materials and wider curriculum planning. This is a unique and exciting opportunity to help to build and shape an outstanding new school and we welcome applications from any subject area. Should you wish to apply for the post, please complete and return the application form along with a covering letter, clearly demonstrating your suitability for this role, via to h.jordan@nusa.org.uk or by post, for the attention of Hedge Jordan, to the address below. Nottingham University Samworth Academy, Bramhall Road, Bilborough, Nottingham NG8 4HY Tel: Wherever possible, please provide addresses for your referees. Please ensure your application arrives by 5pm on the closing date of Friday 7 th February Interviews for the role will take place on the 13 th and 14 th February If you have not heard from us within three weeks of the closing date, please assume that unfortunately, on this occasion, your application has not been successful. I look forward to receiving your application. Yours sincerely Mark Watts, Head of School 3

4 Letter from the CEO Dear Candidate, I am delighted to be able to introduce you to the Nottingham University Samworth Academy and the tremendous opportunities this school offers the young people of Nottingham. Our Trust started partnership work with NUSA in November NUSA has experienced challenges in recent times and we were invited to lead the long term transformation of the school. Working in partnership with the Samworth Trust and the University of Nottingham, we will raise aspirations and improve outcomes for the students we serve. Critical to this is the appointment of dynamic and innovative staff who can bring energy and initiative to the work of the school. This is a tremendous opportunity to make a difference to the lives of young people, and will suit an ambitious professional looking to make their mark. Thank you for showing an interest in working at the Nottingham University Samworth Academy, and we look forward to receiving your application. John Tomasevic CEO of the Torch Academy Gateway Trust 4

5 About the Nottingham University Samworth Academy Ethos The Nottingham University Samworth Academy has a very clear and distinctive ethos. Our culture is highly aspirational, centred on our passionate belief that every child can succeed. We encourage staff to be creative, independent and ambitious. We expect them to challenge and inspire our students, providing high quality learning experiences that motivate students to be the very best they can. High standards and academic rigour underpin our daily work. We value commitment, independence and courtesy from all of our students. We demand the very highest standards and in return we nurture and respect student ideas and opinions. We explicitly promote leadership skills and offer a range of opportunities for students to take an active role in developing and improving their school. We have a clear message to guide all students in their daily lives; Work Hard, Be Kind. Achievement Student achievement is at the very heart of everything we do. We believe that academic and examination success provides the foundation that allows students to make the most of their lives and the opportunities available to them. Exciting, engaging and inspiring lessons lie at the centre of our curriculum and we constantly strive to provide every child with the very best educational experiences. Should a child require additional support a range of services are available to ensure every student's success, whatever their individual educational needs. Our track record at our schools within the Torch Academy Gateway Trust demonstrates our ability to deliver high levels of achievement in a variety on contexts. 5

6 Curriculum At the Nottingham University Samworth Academy, Key Stage 3 students undertake a two-year programme that covers all the National Curriculum subjects. Students are taught in ability groups in the majority of subjects, ensuring that every child is taught at a level that matches their ability. During our three-year Key Stage 4 programme most students study the English Baccalaureate core subjects of English, Mathematics, Science, a Modern Foreign Language and a Humanities subject, such as Geography or History. A wide range of option subjects including visual and performing arts, ICT, technology and PE supplement the core curriculum. About the School The Nottingham University Samworth Academy opened in Primarily serving the residents of Bilborough, the school is housed in a stunning, stateof-the-art building, with excellent resources. The academy is the product of a partnership between the University of Nottingham and the Samworth Trust. In October 2013, the Torch Academy Gateway Trust began working with the Nottingham University Samworth Academy Trust to help develop the school further, ensuring the very best outcomes for all its students. For more information about the school visit 6

7 About the Torch Academy Gateway Trust Since September 2013, the Torch Academy Gateway Trust has been working in partnership with the Nottingham University Samworth Academy to help the school develop and grow. This is a long-term partnership with the specific aim of raising educational outcomes at the Nottingham University Samworth Academy. Our Vision The Torch Academy Gateway Trust is committed to securing high levels of achievement for all students in our schools, regardless of their background. We believe that all young people can and should succeed in school. We are driven by a strong moral purpose to ensure the very best outcomes for our students, in order to improve their life opportunities and enable them to live fulfilled lives. The Trust The Torch Academy Gateway Trust is a dynamic and growing Multi Academy Trust based in the East Midlands. Our Trust Group is committed to providing high quality education to all of our students, regardless of their backgrounds. Our track record demonstrates our ability to deliver our core goal: achievement for every child. Our portfolio of schools includes both secondary and primary schools, working in a range of contexts. In addition we founded the Torch Teaching School Alliance, which links 23 schools together sharing effective practice and developing new models for staff development. Our values are central to developing a positive ethos throughout our group of schools. This approach is focused on securing success for all our learners and providing them with the very best life opportunities. We believe nothing is more important than making a difference to children. We Promote Trust: All stakeholders work together to realise our vision Integrity: All decisions are based on the best interests of our students Mutual Respect: Ensuring a voice for all stakeholders Empathy: Teaching should be well planned, varied and stimulating Self Improvement: A commitment to supporting the development of our staff, students and wider community 7

8 Group Ethos High expectations are essential to raising standards Everyone can succeed Barriers to learning must be challenged and overcome Teaching should be well-planned, varied and stimulating Learning should be active, focussed and engaged High standards of behaviour are expected at all times Clear lines of accountability exist at all levels Developing staff and students to engage in effective teaching and learning Securing Success Our vision is to build capacity for sustained improvement. There are a number of short term strategies that can be initially used to enhance outcomes but it is our view that these need to be supplemented by a process that transforms a school for long-term improvement. This work is centred on transforming a school using our 'Pillars of Success' improvement model. Transformation is achieved through the combination of a number of changes and improvements to each of these pillars within a school: Leadership CPD Curriculum Learning Organisation Care, Support, Guidance Performance Management Tracking and Intervention 8

9 Person Specification: Vice-Principal (Pastoral) Factor Essential Desirable Qualifications Qualified Teacher Status Degree or equivalent. Strong record/commitment to continuing professional development Experience Successful experience of teaching across the ability range, Current/recent responsibility post within a department Experience of pastoral/tutor role Current/recent responsibility post within a school pastoral system Experience of leading a pastoral team Good Honours degree (First or Second Class) Higher professional qualification. Formal Safeguarding and child protection training Working with external agencies Skills and Knowledge Knowledge of current issues in teaching, including national curriculum and Post 16 issues. Understanding of equal opportunities issues and their application to work. Exemplary teaching, including effective communication skills, ability to motivate students and staff, capacity to create good learning environment, commitment to communicative methodology. A clear understanding of the characteristics of high quality teaching and learning, and achievement for all pupils. Capacity to use ICT as an integral part of teaching. Knowledge and understanding of the value added agenda, including levels of progress. Ability to lead initiatives, support the process of change and work effectively in a team, devolve responsibilities and delegate task as appropriate. Ability to prioritise, plan and organise. Secure commitment to a clear aim and direction for the subject Understanding of safeguarding and promoting of children s welfare issues. Knowledge of multi agency approaches Ability to network effectively Understanding of particular needs of pupils with SEN Awareness of factors affecting language and learning across the curriculum Knowledge/involvem ent in other crosscurricular initiatives/projects or whole school developments 9

10 Personal Qualities The ability to work collaboratively in a wider senior leadership team Enthusiasm Initiative Vision A commitment to inclusive education. Drive and ambition Outstanding communication skills Reliability and integrity Perseverance A vision and commitment to personal and professional development. A willingness to take responsibility for their own professional development. 10

11 Position: Vice-Principal (Pastoral) Responsible to: Head of School Professional Duties: Job Description As a teacher employed by the Nottingham University Samworth Academy, you shall carry out the professional duties of a School Teacher as circumstances may reasonably require as provided for under the School Teachers Pay and Conditions document. A summary is attached for your information. You are required to carry out your duties in line with the stated ethos and principles of the school. Directed time: This Job description allocates duties and responsibilities but does not direct the particular amount of time to be spent on any or all of them. Your Executive Head Teacher/Head of School is responsible for maintaining a time budget on which you have been/will be consulted. You will be granted access to this at any reasonable time by arrangement with your Executive Head Teacher/Head of School 11

12 Section 1: Working Practice of a Classroom Teacher Areas of responsibility and key tasks: A: Planning, teaching and class management: Teach allocated pupils by planning their teaching to achieve progression of learning through: 1. identifying clear teaching objectives and specifying how they will be taught and assessed; 2. setting tasks which challenge pupils and ensure high levels of interest; 3. setting appropriate and demanding expectations; 4. setting clear targets, building on prior attainment; 5. identifying SEN or very able pupils; provide clear structures for lessons maintaining pace, motivation and challenge; make effective use of assessment and ensure coverage of programmes of study; ensure effective teaching and best use of available time; monitor and intervene to ensure sound learning and discipline; use a variety of teaching methods to: 1. match approach to content, structure information, present a set of key ideas and use appropriate vocabulary 2. use effective questioning, listen carefully to pupils, give attention to errors and misconceptions 3. select appropriate learning resources and develop study skills through library, I.C.T and other sources; ensure pupils acquire and consolidate knowledge, skills and understanding appropriate to the subject taught; evaluate their own teaching critically to improve effectiveness; B: Monitoring, assessment, recording and reporting: assess how well learning objectives have been achieved and use them to improve specific aspects of teaching; mark and monitor pupils work and set targets for progress; assess and record pupils progress systematically and keep records to check work is understood and completed, monitor strengths and weaknesses, inform planning and recognise the level at which the pupil is achieving; prepare and present informative reports to parents; 12

13 C: Other professional requirements: have a working knowledge of teachers professional duties and legal liabilities operate at all times within the stated policies and practices of the school establish effective working relationships and set a good example through their presentation and personal and professional conduct endeavour to give every child the opportunity to reach their potential and meet high expectations contribute to the corporate life of the school through effective participation in meetings and management systems necessary to coordinate the management of the school take responsibility for their own professional development and duties in relation to school policies and practices liaise effectively with parents and governors take on any additional responsibilities which might from time to time be determined 13

14 Section 2: Working Practices of a School Leader This section clarifies your additional duties and responsibilities related to the specialism of the post, at the time of issue (if applicable). In addition to general and additional duties, you may be asked to undertake any other duties which may reasonably be regarded as within the nature of the duties and responsibilities of the post as defined, subject to the proviso that normally any changes of a permanent nature shall be incorporated into the job description in specific cases. This job description does not form part of the Contract of Employment. In addition to the requirements of a class teacher, 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: Support the vision, ethos and policies of the school and promote high levels of achievement; Support the creation and implementation of the school development 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; Ensure that parents are well informed about the school curriculum, its targets, children s attainment and their part in the process of improvement. 14

15 B: Teaching and learning Develop a classroom environment and teaching practice which secures effective learning across the breadth of the National Curriculum and the wider Entitlement 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; Support the executive head teacher in the monitoring of the quality of teaching and children s achievements including the analysis of performance data; Support the executive head teacher in developing links with parents, other schools, educational institutions and the wider community, including business and industry, in order to enhance teaching and learning and children s personal development. 15

16 C: Strategic Responsibilities 1. As a member of the school's leadership team the post-holder will be expected: to attend regular leadership team meetings on a regular basis; to make a full contribution to the processes of planning, resource management, policy development and implementation across the school; to take a lead in ensuring high expectations and standards in all aspects of school life; to work flexibly in supporting the day-to-day organisation and management of the school with regards the parameters of the post. 2. The particular responsibilities of this post are: to develop and keep under review policies to promote high pastoral care across the school; to work with the middle leaders to ensure all matters related to pastoral care are securely in place and support the achievement goals of the school; to attend meetings of the Governors' Committees as appropriate; to address wider issues related to pastoral care e.g. outside agencies, SBAP, etc.; to promote positive attitudes to extended school services and the wider curriculum. 3. The school recognises the need for on-going training in order to be effective in this role and therefore would expect the Assistant Head to be positively engaged with their own professional development. 4. Assistant Heads have a reduced teaching commitment in recognition of their important whole school role. 16

17 D: Leading and managing staff Support the executive 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 executive head teacher in the implementation of the school s performance management policy. E: Effective deployment of staff and resources Support the executive head teacher in the appointment, deployment and development of staff to make most effective use of their skills, expertise and experience and to ensure that all staff have a clear understanding of their roles and responsibilities; Manage the school effectively in the absence of the executive head teacher; Support the executive head teacher in the management and organisation of relevant groupings of children to ensure effective teaching and learning takes place and that children s personal development needs are met; Work with the executive 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. F: General Act as critical friend and provide effective professional challenge and support to the head teacher; Provide information and advice to the head teacher and governing body and support proper accountability processes throughout the school. G: Specific responsibilities Take on specific tasks related to the day to day administration and organisation of the school. H: School specific responsibilities and tasks: Take on any additional responsibilities which might from time to time be determined. 17

18 Section 3: Working Practices of an Appraisal Team Leader In addition to the requirements of a class teacher and any other agreed responsibilities, in the context of the school s Appraisal Policy, the team leader will: A: Set Objectives Working with an agreed number of teachers, establish processes to understand their concerns, aspirations and day to day working situations; Gain an understanding of levels of achievement in the teachers classes and their relationship to overall school targets and aspirations; Agree and record specific objectives according to the school s established documentation framework; Agree and record support requirements relating to training, development and any specific conditions required by the teachers relating to the achievement of the objectives; Implement any necessary action, liaison or communication to ensure that the support mechanisms are in place and effective. B: Monitor progress towards objectives Agree appropriate strategies for checking on progress towards the agreed objectives, which will include classroom observation, data collection and analysis, informal and formal meetings as required; Implement the process of monitoring and maintain any such records as are agreed between the parties concerned; Provide regular feedback to teachers on their progress. C: Review progress in relation to objectives Establish relevant structures and processes to review with teachers their achievements at the end of the performance management cycle; Complete the appropriate documentation; Within the agreed school procedures, make any necessary communications in relation to performance related pay. D: Review and develop the Appraisal process and practice Take part in the monitoring and review of the Appraisal process within the school with a view to its continuing improvement; Undertake any necessary personal training needed to perform the role effectively. 18

19 Disclaimer The Nottingham University Samworth Academy is committed to safeguarding and promoting the welfare of children and young people, and we expect all staff and volunteers to share this commitment. All staff will be required to undergo an enhanced Disclosure and Barring Service search in line with DfE requirements. 19