Director of elearning Job Description. Head of Science, Maths & Computing College, Vice Principal, Principal

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1 irector of elearning Job escription Job Title: ccountable to: Pay Scale: irector of elearning Head of Science, Maths & Computing College, Vice Principal, Principal CCS L5 L8 Main Purpose The irector of elearning will: Be responsible for the strategic development for e-learning across the school. nsure the standard of e-learning expectations, activities and outcomes are consistently high across the school and within the Computing department. Undertake the normal responsibilities of the class teacher and subject lead Be a member of the extended leadership team irectly line-manage relevant TLR holders and designated subject staff directly associated with e- Learning. Play a strategic role under the overall direction of the Head of College in formulating and reviewing the school s strategy for e-learning, by: o Translating the vision for e-learning across the school into agreed objectives and plans o stablishing and developing policies relation to all e-learning matters. o Leading and managing staff and resources in relation to e-learning. o Monitoring the implementation of and progress towards the achievement of these strategic plans. Job Context This job description reflects the vision, strategic plan and policies of Chipping Campden School. The specific nature and balance of these responsibilities will vary according to the needs of the school and may at times be shared. Thus, it is not meant to provide a narrow definition of specific responsibilities but to serve as a guide and should be seen as enabling rather than restrictive. t Chipping Campden School we follow the statutory requirements and guidance of the School Teachers Pay and Conditions ocument and F conditions of employment which are reflected in the school s current Pay Policy. This ensures that classroom teachers are only asked to complete appropriate additional work beyond their classroom teaching and links pay progression to performance. The expectation is that teaching will be at least good; this means that all teachers are expected to be meeting the Teachers Standards, to a good level as appropriate to the stage of their career development Main Tasks Teaching Plan and teach lessons and sequences of lessons to the classes you are assigned to teach within the context of the school s plans, curriculum and schemes of work. ssess, monitor, record and report on the learning needs, progress and achievements of assigned pupils. Participate in arrangements for preparing pupils for external examinations. Whole school organisation, strategy and development Contribute to: - The development, implementation and evaluation of the school s e-learning policies, practices and procedures in such a way as to support the school s ethos, values and vision. - Planning improvement which will translate the school s e-learning aims and policies into actions - Implementing the Governing Body s policies on equal opportunity issues for all staff and students in relation to sex, gender, race, disability and special needs - The efficient organisation, management and supervision of school routines Work with others on curriculum and/or student development to secure coordinated outcomes.

2 Supervise and so far as practicable teach any students where the person timetabled to take the class is not available to do so. Health, safety and discipline Promote the health, safety and well-being of students. Contribute to: - The development, organisation and implementation of the school s policy for behaviour, safety and well-being of staff and students. - The effective induction of new staff & students with particular attention to matters of health and e-safety within the subjects and across the school - The determination of appropriate student groupings with the subject in conjunction with the irectors of Learning KS3/4/5. - The promotion among students of high standards of conduct/discipline and proper regard for authority and the encouragement of good behaviour - Management of disciplinary strategies and individual student disciplinary cases within the subject - The development of culture of independent learning facilitated through appropriate technology. To be responsible for fostering positive relationships within the Computing department and across the school community. Management of staff and resources Contribute to the recruitment, selection, appointment and professional development of other teachers and support staff directly associated with the Computing department and e-learning systems. To contribute to good management practice by ensuring positive staff participation, effective communication and procedures. nsure the effective procurement and deployment of resources within the context of the Computing department and whole school e-learning in order to achieve best value for money. Professional development To be responsible for the line management and performance management (appraisal) of specific staff directly associated with the Computing department and whole school e-learning. Participate in arrangements for the appraisal and review of their own performance, and, where appropriate, that of other leaders, teachers and support staff. Participate in arrangements for their own further training and professional development, and, where appropriate, that of other teachers and support staff including induction. Support and assist colleagues to ensure that they understand and are implementing best practice in an integrated approach to learning, teaching and assessment through the effective use of e- learning. Lead groups of staff in development of anytime anywhere e-learning. Communication To help in maintaining and developing effective communications and links with parents and to provide positive responses to concerns and problems regarding their children s educations and wellbeing. Communicate effectively with staff at all levels within the school. nsure that relevant e-learning policies and procedures are regularly communicated to staff and students so that they are clear about their responsibilities. evelop and maintain appropriate electronic systems to ensure parents are kept well informed about the school curriculum, its targets, and student attainment. To ensure the school s marketing strategies are implemented consistently across the school s electronic communication platforms. Working with colleagues and other relevant professionals Collaborate and work with colleagues and other relevant professionals within and beyond the school. - To assist liaison with other educational establishments in order to promote the continuity of learning, progression and curriculum developments.

3 - To develop and maintain positive links and relationships with the community, local organisations and employers. Comply with reasonable requests made by the Principal ssist the Principal in leading and managing the school by undertake such duties as are delegated by the Principal. Where required, to fulfil the role of a form tutor as set out in the job description for Chipping Campden Form Tutors. dditional Leadership Responsibilities as a irector of e-learning Maintain awareness of emerging technologies to inform strategic and operational plans evelop and maintain the VL and related platforms to ensure effective access to the school s systems for communication and remote learning. nsure the school s electronic communication platforms such as, , the VL, the website, and social media outlets are used appropriately and in accordance with agreed policy and procedures. nsure that all ICT systems are compatible with each other and the main school MIS (SIMS) and respond to the specific needs of all students and staff. Lead the SLT e-learning Steering Group ttend meetings of the Senior Leadership Team and xtended Leadership Team as directed. Monitor and evaluate the impact of e-learning, through the schools regular cycle of monitoring, evaluation and assessment. Fulfil the role and duty of ata Protection Officer

4 Person Specification irector of e Learning The successful candidate will possess all or most of the following attributes: = ssential = esirable ssessed by: I = Interview = pplication QULIFICTIONS Criteria Selection Qualified to at least degree level Qualified to teach in the UK Qualified to work in the UK vidence of further in service training Further professional qualifications LRSHIP ble to work in close harmony with the Principal and senior leadership team ffective management style that encourages participation, innovation and confidence bility to lead, coach and motivate staff within a performance management framework, including professional development and effective management of underperformance Strong interpersonal, written and oral communication skills Takes personal responsibility for their own actions Genuine passion and belief in the potential of every student Motivation to continually improve standards and achieve excellence Commitment to e safety and to the safeguarding and welfare of all students Can skilfully manage and maintain effective working relationships with parents and other stakeholders XPRINC xperience of teaching in a school or education setting (secondary) track record of effectively leading/motivating students and staff and developing team approaches xperience of improving student outcomes Understanding of innovative approaches to teaching and learning Monitoring initiatives using technology to support evaluation Knowledge and understanding of National ducational priorities/ developments xperience of delivering lessons which are consistently at least good to students of all ages and abilities xperience of implementing behaviour management strategies consistently and effectively xperience of supporting students of all ages and abilities to make excellent progress and achieve impressive examination outcomes xperience of having designed, implemented and evaluated effective, imaginative and stimulating Schemes of Work in ICT and Computer Science Be flexible, creative and adept at designing learning sequences within lessons and across lessons that are effective and consistently well

5 matched to learning objectives and the needs of learners and which integrate recent developments, including those relating to subject/ curriculum knowledge xperience of having contributed to policy evaluation and review xperience of running enrichment and extracurricular activities which inspire and motivate learners xperience of leadership of a team/department Successful integration of whole school e learning developments minimum of 5 years experience of working closely to facilitate the learning of students within a classroom situation wareness of data protection, security and confidentiality To have knowledge and experience of working in and leading a successful team Knowledge of the curriculum as KS3, KS4 and KS5 Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment Have extensive knowledge and understanding of their curriculum area and related pedagogy including the contribution that new technologies can bring to teaching and learning PROFSSIONL VLOPMNT vidence of a commitment to own professional development vidence of keeping up to date with educational thinking and knowledge strong commitment to the quality of professional development of staff The drive to develop others capabilities and help them realise their full potential SKILLS, BHVIOURS N PRSONL QULITIS bility to establish a positive ethos with an accent on high achievement for all bility to empathize with the needs of students and to be firm but fair and consistent bility to prioritise and manage time effectively n effective communicator and motivator of students and staff team player with the ability to establish good working relationships with staff, students and parents The ability to set clear expectations and parameters and to hold others to account for their performance The ability to challenge underperformance The tenacity to see things through Flexibility in approach