Queensbridge Primary School



Position:Head of Future StarsTeaching School Alliance (FSTSA)RESPONSIBLE TO:Executive Head teacher Leadership Scale Scale 6-15 (?51,991- ?63,041) JOB PURPOSE:The Head of Future Stars Teaching School is part of the leadership team of Queensbridge Primary School and Mapledene Children’s Centre. The leadership team currently consists of an Executive Head Teacher, a Business Manager (with whom this post will work with directly), and three Assistant Heads (one for curriculum, one for data and assessment and one for personal development.). Also on the senior management team is the Head of Early Years and Lead for Initial Teacher Training for the Teaching School with whom this post will also directly work alongside. It is a post to sustain the current Teaching School status of the school but also to ensure that moving forward we are addressing the wider school centered school improvement with joint practice development in the school led system.The post holder will assume responsibility for leading the Teaching School (TS). In all aspects of the post they must seek to actively promote the values and ethos of the school and TS. They will lead the further development, implementation and evaluation of the TS development plan which links to the school development plan particularly for CPD (continuous professional development). They will seek to identify opportunities for growth and continue to lead the TS to national prominence. They will gain other schools to assist in our alliance work. They will also pick up any additional responsibilities as stated by the Exec Head which might be picking up any school development issues such as certain subject area support, inclusion, mental health or other area issues- obesity, therapeutic work, apprenticeships, safeguarding that is current to us as a school. It will be the responsibility of this person to upload and share all new information over our APP and any other social media. As a member of the leadership team the post holder will lead on areas of FSTSA as they are identified. They will liaise and work in strong partnership with the Initial Teacher Training manager. They will also lead, coach, broker and mentor SLEs (Specialist Leaders of Education) within the alliance. They will be responsible for making bids, SSIF (School to School Improvement Fund) and fundraising for school to school support. They will also be responsible for developing the NQT package (as well as School Direct and PGCE students), leading CPD and organizing others to share their subject specialism.The current government agenda is very much for a Teaching School led system moving forward in the future hence our proposal of this post.MAIN DUTIESTeaching School LeadershipIdentify opportunities and fully utilise the potential of the Teaching School to meet strategic and other priorities as identified in the development plan. Develop the TS vision and lead on the TS marketing, publications and online presenceLead on the TS Twitter feed/ website and other online communication channels. Work across all TS partners to ensure full participation from all stakeholders and foster new alliancesMonitor, evaluate and report on TS progress to the Executive team and the Board of Governors.Generate income for TS through the marketing of CPD and other resources. Eg SLEs To take on any new challenge (at any given time) for the innovative future planning for the school to move forward. (ie. Autism Provision base if it should happen/ Nurture House/ Re-engagement Unit/ school newsletter and general Public Relations for the school)CPDMaintain strategic responsibility for all CPD delivered and accessed across TS.Produce comprehensive evaluations and demonstrate impact on teaching and learning within TSADevelop a package of high quality CPD modules for delivery by TS SLE’s and others.Market the CPD offerIdentify opportunities for innovation and new ways of learning through CPDDevelop middle managers as well as senior leaders with our partner schoolsBe responsible for the development of HLTAs (Higher Level Teaching Assistants) and offer training and development in our partner schools thus building our reputation further in line with MITA (Maximising the Impact of Teaching Assistants) projectTo be able to provide more opportunities for our own school staff and build on their existing skill setsInitial Teacher Training (ITT)Act as lead contact for all ITT placements- work alongside ITT coach and mentor. Develop the NQT package/ NQT +1 support as well as School Direct training opportunities alongside University College LondonDevelop a successful and effective ITT programme maximising trainee numbers and quality. Develop partnerships with Higher Education Institutions.Work with partners to develop the TS- maybe develop a SCITT in the future. Establish the TS coaching model and support staff across TS Be Ofsted inspection ready/ website compliant with statutory responsibilitiesAct as school based tutor/mentor- Oversee the ongoing training and development of coaching skillsQuality assure schools across the alliance. Build more schools into the allianceSchool to School SupportCoordinate and maximise NLE, NLG, NSS and SLE deployments to support schools across the alliance and beyondDevelop the TS School Improvement ModelFurther develop TS programmes and specialist areasSpecialist Leaders of Education (SLE’s)Work with TS Alliance to identify potential SLEs. Support SLEs in their application and subsequent deploymentsReport on the success of SLE deployments. Identify opportunities for professional development and accreditation of SLEsTrain, coach and mentor SLEsResearch and DevelopmentIdentify opportunities for research and development across TSActively pursue partnerships with other authorities, neighboring boroughs, in borough and across the South East and other providers to establish evidence based practice across TSA Management and AdministrationLine management and monitoring of staff as required To lead on relevant areas of strategic planning and school self evaluation and review.To take reasonable care for his/her own health and safety and any other person(s) who may be affected by his/her acts or omissions at work, in accordance with the Health & Safety legislation.To promote the protection and safeguarding of learners through the active implementation of relevant school policies and procedures with particular reference to: child protection policy, safe touch policy, positive behaviour policy and the staff code of conduct, and to raise any concerns relating to such procedures which may be noted during the course of dutyYou will be required to have a valid Enhanced DBS disclosure that will be checked every 3 years as per school policy.As a member of the leadership team the post holder will be expected to take on other leadership duties not necessarily listed here on the JD (website/ news reporting/ community event support/ some direct teaching contact/ modelling/ work scrutiny) but all are detailed in the Teacher’s Pay and Conditions documentSelection Criteria 1. Qualifications and Experience1.1Qualified teacher status 1.2Substantial leadership experience at senior leadership level in a learning environment1.3A successful teaching career which includes teaching in an inner city school1.4Evidence of recent continued professional development relevant to the post1.5 1.6Experience of leading the development and delivery of CPD Experience of leading and/or delivering initial teacher training and supportCapacity to run the SLE programmeWillingness to make a passionate difference and create innovative and enthused school practitioners2. Knowledge2.12.2A knowledge of Teaching Schools and their place within a self improving school led systemAn up to date knowledge of national policy, curriculum developments and the statutory and legal framework within which a school and an AP Academy operate2.3A knowledge of what makes an effective school and strategies that can be deployed for school self evaluation, improvement and review2.4A knowledge of what constitutes outstanding teaching and an understanding of how to improve the quality of teaching and learning2.5A knowledge of how children think and learn and what young people with Social, Emotional and Mental Health difficulties experience2.62.7A knowledge of how ICT can both enhance and extend learning and improve school administrationA commitment to the protection and safeguarding of children and young peopleKnow how to train SLEs effectively3. Skills3.1Leadership skills including the ability to carry out strategic planning; involve and motivate others and contribute to the vision and direction of Alternative Provision 3.2Management skills in respect of information and the use of performance data; finance and resources; and people management including delegation; and monitoring and evaluating performance3.3The ability to communicate effectively with a range of potential audiences3.4Proven teaching skills and the ability to coach other teachers and share good practice3.5Proven consultation and negotiation skills 3.6High level ICT skills both to support learning and administration4. Personal Attributes4.1The ability to manage oneself, including time management, professional direction and an ability to work as part of a team under pressure4.2The ability to deploy appropriate leadership and management styles and to act as a role model to all in the TBAP learning community.4.34.4Evidence of a commitment to equality of opportunity and social inclusion Demonstrate a commitment to the?protection and safeguarding of children and young people.November 2017 ................
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