Director of the Humber Teaching School. Application Pack

Transcription

1 Director of the Humber Teaching School Application Pack 1

2 Contents Welcome Letter... 3 The Humber Teaching School Ethos and Vision... 5 National Key Performance Indicators for teaching schools... 7 Job Description and Person Specification... 9 How to Apply

3 Welcome Letter Dear applicant Thank you for your interest in the post of Director of the Humber Teaching School. Due to our existing Director s decision to retire, we are recruiting a new Director. The existing Director will be available initially to assist with a handover. This post is based in Healing School - A Science Academy. Healing School is a highly innovative, inspirational and ambitious organisation and the lead school for the Humber Teaching School and the Healing Multi Academy Trust. Healing School is an comprehensive converter academy situated in the attractive and popular village of Healing, close to the M180 and in the semi-rural local authority of North East Lincolnshire. We are oversubscribed and have 860 pupils on roll and draw from a widespread catchment, including the surrounding villages of Healing, Stallingborough, Keelby and Laceby. The number of pupils on roll is projected to rise to over 1000 during the next 5 years. Healing School is one of the most successful schools in the country, in the 100 top performing non-selective schools nationally and was judged outstanding in all categories by Ofsted in June It is a glowing endorsement of our principle that that every child is known and valued and that we are not complacent. The Humber Teaching School was designated by the Department for Education in the first cohort of 100 teaching schools for September The Teaching School is a diverse alliance of primary, secondary, tertiary and Higher Education Institutions and is well placed to respond to the challenges for school improvement. We have a proven track record of partnership working across a number of local authorities including; N.E. Lincolnshire, N. Lincolnshire, Lincolnshire, Hull, East Yorkshire and Doncaster. This is an exciting time for an innovative leader who is passionate about shaping the future of system wide school improvement. It is a unique opportunity for a driven, resilient and inspirational individual to help further develop and implement the vision of the Humber Teaching School across our schools in the alliance and the Multi Academy Trust. We have a strong commitment to continuing professional development which was confirmed by achieving the Gold Standard for the Investors in People Award, one of only 11 in the Yorkshire and Humber region. We have a highly qualified, specialist teaching and support staff that ably support the many facets of the school s functions, including the Humber Teaching School and the Multi Academy Trust. 3

4 We will provide you with: 1. the opportunity to experience a comprehensive range of leadership and management situations 2. the opportunity to shadow and work closely with other members of the senior leadership team 3. support, mentorship and coaching in the roles/duties you are asked to perform 4. constructive and regular feedback on your performance 5. a wide range of experiences to develop/enhance your management and leadership competencies I trust that you will find the enclosed information useful but please do contact me on Tel (01472) , or via to jobs@healing-schools.co.uk, if you require further information, or if you would like to visit the school. I look forward to viewing your application if you decide to apply and to meeting you, if shortlisted at interview. Thank you for taking the time to explore this information and my best wishes in all your future endeavours. Yours sincerely Mark Knapton Chief Executive and Academy Principal 4

5 The Humber Teaching School Ethos and Vision Our Vision The following principles underpin the vision for the national teaching school programme: a focus on the quality of teaching and leadership a progressive continuum of professional development provision from ITT to leadership a collaborative, school-led approach that sits within a more autonomous system a simple, non-bureaucratic and flexible approach a system that provides high quality training and development an outcome that provides value for money with the potential to become selfsustaining. Our Key Principles for Working in the Teaching School Alliance. We will have; a culture of openness, honesty and trust a shared moral purpose a commitment by all partners to improving outcomes for students through high quality teaching and learning activities which directly impact on standards school based CPD and leadership development that has impact upon classroom practice and progress of students a self-improving school system a commitment to distributed leadership, leadership development and prioritisation of CPD a commitment to training an agreed number of trainees solutions focused developments a rigorous focus on QA standards and progress. The ethos and values accord with our Multi Academy Trust vision to: create a distinctive partnership of schools which is led by local people for local people strengthen the partnership by valuing the uniqueness of our partner schools foster a relationship where autonomy and accountability go hand in hand 5

6 share expertise and bring together best practice and the best practitioners recruit, retain and develop the best teachers and future leaders locally achieve efficiency savings for mutual benefit, in the procurement of goods and services. Healing pupils enjoying working with our feeder primary schools 6

7 National Key Performance Indicators for teaching schools National KPI 1 Number of schools in teaching school alliances 2 Initial Teacher Training KPI/Target The number of schools involved with a teaching school alliance. Target: The number of schools involved within the TSA increases year on year (in total and for each teaching school cohort). (Until July 2014) The number of initial trainees trained in teaching school alliances. Target: The number of ITTs trained within TSA increases year on year (in total and for each teaching school cohort). (From July 2014 when data becomes available) The early employment rates for trainees trained in teaching school alliances. Target: The early employment rates for trainees who undertake their training in teaching school alliances is greater than the national average. 3 Quality of teaching The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of teaching, compared with a comparator group of schools not involved with teaching schools. Target: Double the rate of improvement. 4 Pupil attainment The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4). Target: Double the rate of improvement. 7

8 5 Closing the gap The percentage improvement made in the achievement gap between pupils in case and/or in receipt of free school meals and their peers by schools within teaching schools alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4). Target: Double the rate of improvement. 6 Overall effectiveness of schools 7 Quality of leadership The percentage of schools within teaching school alliances that improve their overall judgement between Ofsted inspections, compared with a comparator group of schools not involved with teaching schools. Target: Double the rate of improvement. The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of leadership and management between inspections, compared with a comparator group of schools not involved with teaching schools. Target: Double the rate of improvement. 8 Supply of leaders A reduction in the re-advertisement rate for Headteacher and academy principal posts for schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools. Target: Double the rate of improvement. 9 Specialist Leaders of Education (SLEs) The number of SLEs designated and trained. Target: The number of SLEs designated and trained is in line with targets agreed with the DfE. 8

9 Job Description and Person Specification Job title: Main place of work: Scale: Purpose of role: Responsible to: Director of the Humber Teaching School Healing School - A Science Academy Dependent upon skills and experience To lead the strategic and operational development of school improvement across the Humber Teaching School Alliance CEO/Principal Responsible for: Middle and senior leaders delivering the Big 6 Main duties and responsibilities: Teaching School administrator Key duties To be responsible for the day-to-day management of the teaching school To be responsible for developing the Business Plan and sound financial operation of the teaching school To be accountable for the delivery of The Big Six elements Initial teacher training/school to school support/specialist leaders of education/continuing professional development/research and development/succession planning and talent management Expand the remit of HTS operation beyond The Big Six, ensuring long-term financial viability Support the development of effective pedagogy Carry out diagnostic activities to develop precise and measurable action plans to support school improvement Broker and commission services and resources for a range of schools Ensure quality assurance on all aspects of operation, including the impact of provision in line with the teaching school s Key Performance Indicators To contribute to the outstanding provision at Healing School in a Senior Leadership capacity To attend Governors meetings to assist the Governors in the discharge of their statutory responsibilities To be an ambassador for the Trust and the Teaching School Alliance. Key responsibilities Communications Prepare briefing papers, agendas and reports for the Humber Teaching School Board, NCTL and the DfE Further strengthen the partnerships between schools in the alliance and other teaching schools 9

10 Develop and implement a marketing and communication strategy which clearly articulates the vision of the teaching school Finance and resources Supervision Health and Safety Strategic direction and development Create an ethos and provide educational vision and direction which secures effective relationships Analyse and plan for future needs and for the further development of the teaching school within the local, national and international context Initiate and lead on Research and Development projects Design, develop, lead and bring to market innovative professional development programmes for in-service teachers, leaders and support staff Contribute to developments by sharing best practice and promote innovative initiatives and networks Remain well informed regarding national developments for teaching schools and selfimproving school systems Efficient and effective deployment of resources Prepare bids and manage the bidding process for specific grants or work on behalf of the teaching school Plan, allocate, support and evaluate work undertaken by and on behalf of the teaching school, including deployments by national leaders, local leaders and specialist leaders in education Respond to changing needs, ensuring capacity to deliver high quality provision including school to school support Participate in arrangements for performance management for staff in Healing School Securing accountability Provide information, objective advice and support to the Teaching School Board to enable them to meet their responsibilities in achieving the national Key Performance Indicators Prepare a coherent and accurate account of the teaching school s performance in a form appropriate to a range of audiences, including the Humber Teaching School Board, NCTL, DfE and Ofsted. Supervises and monitors the quality and quantity of the day to day work of a significant number of teaching and support staff within the school and the Humber Teaching School Management of a delegated budget Management of a significant number of staff (teaching and support) Management of physical resources within a designated area. 10

11 Person specification Measured by: A = Application Form, R = Reference, I = Interview, T=Task Minimum requirements Essential Desirable Measured by: Generic An inspirational leader with a personal and professional commitment to system wide improvement * Evidence of partnership working across a number of schools to establish effective provision A, R, I Ability to articulate the vision and translate consistently * A, I Exemplary attendance record * R Knowledge of school systems * Knowledge of multi academy trusts A, I Education, Training and Qualifications Professional qualification up to degree level or equivalent * Completion or working towards NPQSL or NPQH A Qualified Teacher Status * A Recent & relevant long or short course experience * A, R Experience Successful experience as a leader or manager in education * Recent involvement with the delivery of programmes in a range of schools A, I, R Proven experience of project management and associated organisation and prioritisation skills * T, R The ability to implement change management effectively and efficiently * Experience of innovation in achieving high performance A, I Line management experience Successful involvement in performance processes and data analysis to impact on development and change * A, I * T 11

12 Effective and efficient financial management Skills and attributes * Experience of developing a sustainable Business plan Track record of successful grant applications and securing funding A, R, I, T Exemplary classroom practitioner Excellent organisational and planning skills Excellent interpersonal and communication skills both oral and problem solving Excellent networking skills and integrity to form partnerships with a range of stakeholders * R * A, I * I, R * A, R, I, Extensive skills in coaching and mentoring, motivation, negotiating and influencing others * Evidence of leading professional development programmes A, I, R Effective presentation skills Ability to work on own initiative, be creative, solve problems and be decisive The ability to work under pressure Ability to approach all confidential matters with discretion, sensitivity and diplomacy * I * A, I, R * I, R * A, I Knowledge and understanding Excellent research and development skills Knowledge of current educational developments and trends, including the Ofsted framework and ITT Criteria * A, I * A, I Experience of recruitment and induction * A Capacity to understand ITT/SCITT/Succession Planning/Talent Management/SLEs * Detailed knowledge of ITT/SCITT/Succession Planning/Talent Management/SLEs A, R, I Deep knowledge of local, regional and national * A, I 12

13 developments in teaching school and self-improving systems Working arrangements (meetings will occur outside normal working hours) Able to transport yourself to meetings and schools locally * I Able to travel to meetings regionally and nationally * I To fulfil Healing School Senior Leadership Team duties and responsibilities, including oversight during periods of pupil closure I Successful candidates are required to meet the requirements of DBS. Other Duties - The duties and responsibilities in this job description are not restrictive and the postholder may be required to undertake any other duties which may be required from time to time. Any such duties should not however substantially change the general character of the post. 13

14 How to Apply To apply please complete the Healing Multi Academy Trust application form. Your supporting statement should address and evidence the selection criteria detailed in the Person Specification. Closing date: 09:00hrs, Wednesday 13 th May 2015 Applying: Completed application forms must be returned in electronic format to: Happy readers in the school library 14