Temple Learning Academy Joint Principal (Secondary Phase) Recruitment Pack

Transcription

1 Temple Learning Academy Joint Principal (Secondary Phase) Recruitment Pack January 2017

2 Temple Learning Academy Information for the Joint Principal (Secondary) of the Temple Learning Academy. Dear Applicant Thank you for requesting further information about our all-through academy within inner-city Leeds which opened to Reception aged learners in September We are really excited about the opportunity to create a school which delivers an enhanced, high quality education which will improve the life chances of children, young people, their families and drive an Ambition for Change throughout our community. We are determined to respond positively to a community which has a thirst for greater success. We are looking for an outstanding individual to lead jointly alongside our Primary Phase Principal inspiring all of our learners to reach the highest levels of success. As part of the Temple Newsam Learning Partnership Trust A Co-operative, you will share our vision and values and see the benefits of working collaboratively. If you share our vision and passion for young people and their families then we would like to hear from you. Yours sincerely Tim Kitching Chair of Governors Temple Learning Academy

3 Temple Learning Academy Our Vision To increase parental choice for those seeking a high quality education in the heart of their community. Our vision is underpinned by a simple phrase that creates life chances within the community through promoting Ambition for Change. We are determined to respond positively to a community which has a thirst for greater success. Our learners will not only make rapid and sustained progress but will also develop a set of key skills that will allow them to flourish as active citizens in the wider society. The educational offer will meet our learners and the community needs and focus upon the core subjects along with enrichment opportunities and experiences to allow them to discover new interests, talents and skills. Background Temple Learning Academy is led by a Board of Directors and the Temple Learning Foundation. It is a partner of the Co-operative Temple Learning Partnership Trust (TNLP) which is a long established network of primary and secondary schools, each of which celebrates their unique and individual character whilst at the same time shares high expectations through working within a common set of co-operative values and principles.

4 The Academy The Academy opened in September 2015 with a two form entry, 48 reception age learners. The academy will take two form entry into reception each year (60 learners). Up to four forms of entry Year 7 learners will join the school in September Age Range: 4-16 Number on roll: At capacity 2022, approximately 1,020 learners You will be key to the whole Academy s continuous development especially across the secondary phase; schemes of work, monitoring and assessment systems, learner and staff recruitment, project management, all of which will be supported by the Primary Principal, the Leadership team, Business Support team and Governing Body. As a team we provide: Family centred learning through play and discovery A balanced curriculum with strong foundations of literacy and numeracy across the age range Problem solving through challenges, project-based activities and applied learning access to a significant enrichment programme as part of an extended day More open access to learners and their families through an extended school year The opportunity to build confidence by broadening learners real life experiences Partners The Academy plans to work closely with local businesses and organisations to enhance the curriculum and provide enterprise opportunities for its learners. Support There is work to be done before the school can open to Year 7 learners. There is already a detailed building plan with timescales in place. You will be involved with this, developing the secondary curriculum, appointing your own staff and recruiting learners ready for September You will be supported by the academy teams. The Building We are currently in temporary accommodation on the permanent site. The building work has started on a purpose built 3 storey teaching block and specialist rooms. This will be completed and fit for purpose for Year 7 learners in September 2017.

5 What are we looking for? We hope that this information has excited you. This is a fantastic opportunity for you to work alongside an ambitious Primary Principal to grow an all-through academy from the beginning and to set the ethos and expectations that you both expect from the very start with support from likeminded people. We are seeking to appoint a secondary school senior leader who feels ready to be a Joint Principal with responsibility for leading our secondary phase but joint responsibility and accountability for the academy as a whole, and would appreciate the support from the Academy, TNLP Trust and Governing Body to do this. In the first year we appointed two full time teachers and a number of support roles to ensure our children and families had great support and developed positive relationships from the start. This has been very successful. We are now ready to take our first steps of growth and need you to be involved. You must have ambition for the academy and belief in its vision of teaching across phases. Your skills and passion will ensure the recruitment of high quality, committed staff and inspire them to collaborate on our curriculum offer. Want to know more? We would welcome visits from prospective candidates and so there are a number of opportunities to come and meet the team and discuss the role. Monday 21 March 2016 at 5.00 pm Wednesday 23 March 2016 at 5.00 pm Wednesday 30 March 2016 at am and 5.00 pm Friday 1 April 2016 at am *Other dates and times may be available on request For all enquiries, to book an informal meeting please ring Diane Thickett (PA/Administrator) on or d.thickett@tlacademy.org.uk. Closing Date: Friday 8 April 2016 at 12 noon Interview Dates: Wednesday 4 May 2016 and Friday 5 May 2016 Please have a look at our website or Facebook page /TempleLearning

6 How to Apply? Application forms must be completed in full and applicants should directly address the skills outlined in the person specification. As part of the application process you may include additional information on the application form of up to two sides of A4 outlining: 1. How your experience prepares you for this post 2. The challenges and opportunities of opening a secondary phase Application forms can be downloaded from the TES website ( or the Temple Learning Academy website ( Completed applications should be returned by to Diane Potter at d.potter@tmhs.co.uk. We look forward to hearing from you!

7 TEMPLE LEARNING ACADEMY JOB DESCRIPTION POSITION Joint Principal (Secondary) When initially appointed the Joint Principal (Secondary) will engage with all preparation tasks to ensure the curriculum, staffing, project development and assessment systems are all in place to secure high standards. Working in collaboration with the Joint Primary Principal, with equal and shared leadership and accountability, you will ensure all areas are ready for a timely and high quality start in September To model the core values of Temple Learning Academy and the TNLP Trust in all situations. Educational Working with the Temple Learning Foundation and project team to: develop the vision and ethos and communicate this to all in the community develop an enhanced curriculum which is high quality and align with the vision, values and ethos of the Academy develop educational policies and procedures develop provision for learners with SEN develop a learner induction programme develop mentoring, pastoral systems implement data tracking systems, assessment procedures and reporting systems and procedures design the extra-curricular timetable develop CPD and induction Inspection Working with the project team to: prepare for post opening meetings with the Department for Education, Education Funding Agency and Ofsted work in partnership with external moderators and improvement partners work in partnership with the TNLP Trust School Review and Support Programme Marketing and Staff/Learner Recruitment Working with the project team to: deliver the marketing plan and promoting the Academy in the community with the Governing Body, Leadership team and Business Support team engage with all stakeholders recruit high quality staff

8 TEMPLE LEARNING ACADEMY JOB DESCRIPTION POSITION Joint Principal (Secondary) SALARY SCALE Leadership L21-L25 MAIN PURPOSE The core purpose of the Joint Principal (Secondary), working together with Joint Principal (Primary), is to provide professional leadership and management for the Academy. This will promote a secure foundation from which to achieve high standards in all areas of the Academy s work. To gain this success the Joint Principals must establish a high quality of educational provision and experience for learners by effectively managing teaching and learning and using personalised learning to realise the potential of all learners. The Joint Principals should establish a culture that promotes excellence, equality and high expectations of all learners. Jointly accountable to the Governing Body, the Joint Principals provide vision, leadership and direction for the Academy and ensures that it is managed and organised to meet its aim and targets. The Joint Principals, working with others, are responsible for evaluating the Academy s performance to identify the priorities for continuous improvement and raising standards. ACCOUNTABLE TO Temple Learning Foundation and the Temple Learning Academy Governing Body. STATUTORY REQUIREMENTS This job description reflects the National Standards of Excellence for Headteachers (2015). These standards are built upon The Teaching Standards (2011) which apply to all teachers, including principals. The appointment is subject to the current conditions of employment of headteachers, contained in the Schools Teachers Pay and Conditions document, the School Standards and Framework Act 1998 and all other current education, employment and health and safety legislation. The appointment is also subject to other current educational and employment legislations and policies laid down by the Governing Body under their powers derived from statutory sources.

9 DUTIES AND RESPONSIBILITIES Qualities and Knowledge 1. Hold, share and articulate clear values and moral purpose, focused on providing a world-class education for the learners they serve. 2. Demonstrate optimistic personal behaviour, positive relationships and attitudes towards their learners and staff, and towards parents, governors and members of the local community. 3. Lead by example - with integrity, creativity, resilience, and clarity - drawing on their own scholarship, expertise and skills, and that of those around them. 4. Sustain wide, current knowledge and understanding of education and school systems locally, nationally and globally, and pursue continuous professional development. 5. Work with political and financial astuteness, within a clear set of principles centred on the Academy s vision, ably translating local and national policy into the Academy s context. 6. Communicate compellingly the Academy s vision and drive the strategic leadership, empowering all learners and staff to excel. Students and staff 1. Demand ambitious standards for all learners, overcoming disadvantage and advancing equality, instilling a strong sense of accountability in staff for the impact of their work on learners outcomes. 2. Secure excellent teaching through an analytical understanding of how learners learn and of the core features of successful classroom practice and curriculum design, leading to rich curriculum opportunities and learners well-being. 3. Establish an educational culture of open classrooms as a basis for sharing best practice within and between schools, drawing on and conducting relevant research and robust data analysis. 4. Create an ethos within which all staff are motivated and supported to develop their own skills and subject knowledge, and to support each other. 5. Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning. 6. Hold all staff to account for their professional conduct and practice. Systems and process 1. Ensure that the Academy s systems, organisation and processes are well considered, efficient and fit for purpose, upholding the principles of transparency, integrity and probity. 2. Provide a safe, calm and well-ordered environment for all learners and staff, focused on safeguarding learners and developing their exemplary behaviour in the Academy and in the wider society. 3. Establish rigorous, fair and transparent systems and measures for managing the performance of all staff, addressing any under-performance, supporting staff to improve and valuing excellent practice. 4. Welcome strong governance and actively support the governing board to understand its role and deliver its functions effectively in particular its functions to set Academy strategy and hold the Joint Principal (Secondary) to account for learner, staff and financial performance.

10 5. Exercise strategic, curriculum-led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of learners achievements and the Academy s sustainability. 6. Distribute leadership throughout the organisation, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making. The self-improving school system 1. Ensure that the Academy s systems, organisation and processes are well considered, efficient and fit for purpose, upholding the principles of transparency, integrity and probity. 2. Provide a safe, calm and well-ordered environment for all learners and staff, focused on safeguarding learners and developing their exemplary behaviour in the Academy and in the wider society. 3. Establish rigorous, fair and transparent systems and measures for managing the performance of all staff, addressing any under-performance, supporting staff to improve and valuing excellent practice. 4. Welcome strong governance and actively support the governing board to understand its role and deliver its functions effectively in particular its functions to set Academy strategy and hold the Joint Principal (Secondary) to account for learner, staff and financial performance. 5. Exercise strategic, curriculum-led financial planning to ensure the equitable deployment of budgets and resources, in the best interests of learners achievements and the Academy s sustainability. 6. Distribute leadership throughout the organisation, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making. Securing Accountability 1. Welcome strong governance and actively support the governing body to understand its role and deliver internal and external accountability in particular its functions to set Academy strategy and hold the Joint Principal (Secondary) to account for learner, staff and financial performance. 2. Present a coherent account of the Academy s performance in a form appropriate to the range of audiences, including governors, the local community, Ofsted and other necessary stakeholders. 3. Hold all staff accountable for their professional conduct and practice. 4. Foster an autonomous culture that ensures policies and practice takes account of national and local policies and initiatives and comply with legal requirements.

11 Safeguarding 1. Provide a safe, calm and well-ordered environment for all students and staff, focused on safeguarding students and developing their exemplary behaviour in school and in the wider society. 2. Ensure that the child protection and safeguarding policies and procedures adopted by the governing body are fully implemented and followed by all staff. 3. Ensure that sufficient resources and time are allocated to enable staff to discharge their child protection and safeguarding related responsibilities effectively.

12 JOINT PRINCIPAL (SECONDARY) - PERSON SPECIFICATION The following outlines the key skills and experiences required for this position. The selection panel will assess each candidate against the criteria listed below, expecting candidates to demonstrate knowledge and understanding of each area, and to show evidence of having applied (or awareness of how to apply) this knowledge and understanding in an appropriate context. The selection process will be focused upon evidence of the positive impact of each candidate, in particular upon student outcomes. The panel will use the following assessments tools: - Application form (A) - Interview/assessment activities (I) - References and other employment checks (R) Essential Desirable Measured Knowledge and Experience Successful Senior Leader experience within a school where impact upon student or organisational performance can be evidenced Experience of developing community and student involvement Successful experience of external inspections of provision (ie Ofsted) Successful experience of leading change and improving performance Experience of management of human and financial resources at senior level and a focus within that management upon school improvement, with the ability to manage the quantum of resources expected at the school. A/I/R Experience of working with primary colleagues to secure positive outcomes for learners Education and Qualifications Degree or equivalent Qualified Teacher Status Recent and relevant senior leadership development/training Completed or working towards a leadership qualification such as an MBA or NPQH A/I/R

13 Essential Desirable Measured Strategic Direction and Shaping the Future Ability to think strategically, and to build and communicate a coherent vision for a good and outstanding school. Ability to work positively with the Joint Principal (Primary) and Governing Body to set the strategic direction of the school Ability to inspire, challenge, motivate and empower others to carry the vision forward Commitment to achieving outstanding and aspirational outcomes for every student Ability to ensure policies and practice takes account of national and local policies and initiatives and comply with legal requirements. A/I/R Leadership and Management Ability to establish, implement and monitor effective strategies and systems that improve and sustain outcomes for young people Track record of providing inspirational and strong leadership to staff and young people, including empowering and supporting individuals and teams Evidence of making informed, professional management and organisational decisions, including in difficult circumstances Understanding of school governance and accountability structures Evidence of self-awareness, reflection and personal development Ability to accept appropriate support and challenge from others, including colleagues, governors and Trustees A/I/R

14 Essential Desirable Measured Teaching and Learning Able to lead continuous improvement of learning by and for staff and students, and recognise and understand outstanding practice Ability to analyse and interpret information and data effectively and use it to improve performance for students Able to observe, support, challenge and develop teaching staff to improve quality of teaching A/I/R Partnership Working Commitment to building relationships to safeguard all students Commitment to work collaboratively within the TNLP Trust, schools and other external partners. Commitment to exploring ways of working in the changing educational climate. Willingness to listen to, reflect and act on feedback from a variety of sources Commitment to building effective relationships with young people and their families, especially those who may be regarded as hard to reach A/I/R

15 Essential Desirable Measured Skills & Personal Attributes Outstanding leadership skills Outstanding communicator Outstanding motivator Effective ICT skills Form effective relationships with a variety of people (including young people, Headteachers, parents etc) Strategic thinker Effective manager Emotionally intelligent Resilient and determined A/I/R

16 Introduction Guidance on Completing our Joint Principal (Secondary) Application Form The Temple Learning Foundation aim to employ excellent leaders who get excellent results. We need you to demonstrate your leadership experiences and your potential, your commitment to improving education for all and your credibility in teaching and learning. The application form plays a very important part in the selection process; it will be used as the basis for short-listing. For reasons relating to safeguarding, consistency and fairness the panel will be unable to consider information provided in other formats. All information relating to your application should be included on the application form including an outline of how your experience prepares you for this post and the challenges and opportunities of opening a brand new school. We do not accept CVs. Please ensure that your application is directly relevant to the post you are applying for and not based on a previous application to another school. You must complete all sections of the form, ensuring that the information you provide is clear and accurate. It is essential that you complete ALL sections of the application form as clearly and as fully as possible. Please pay particular attention to providing examples of your experience, demonstrating the difference your leadership has made. Please refer to the Person Specification and Job Description for the post. Please read them carefully before completing the application form. The Person Specification describes the skills, abilities and knowledge that we require from the successful candidate and will be used as the basis for shortlisting, along with your covering letter. Guidance on completing your application form Please ensure that when you complete an application form you use the Person Specification and Job Description as your guide. The headings in the application form relate to the Headteacher standards. You need to give details of your achievements in each area. Provide at least two relevant examples which demonstrate the actions you took and the impact of those actions. Personal details Make sure you complete this section fully. It is important that you provide us with a full address, contact details and address as we will need these to get in contact, should you be shortlisted for interview. Qualifications You must ensure you provide all information about the qualifications you have obtained from degree level upwards. Please include details of your NPQH, if applicable. Don t forget to include dates. If you are invited to interview, you will be asked to provide original copies of your qualifications.

17 Present and previous employment As part of our safer recruitment procedures we need to see a full employment history. In this section, it is important that you include all relevant work experience including part-time work or temporary jobs, work experience or voluntary work. Please give a short explanation of any career breaks you have had. Ensure that it is accurate in chronological order, with the most recent role first. Continuing professional development Please give details of significant aspects of your continuing professional development over the last three years. Explain how it has made a difference to your leadership and management practice. The key areas of headship Give details of your achievements and expertise in the following areas of the National Standards for Headteachers. Please refer to the Job Description and Person Specification. For each key area, please provide no more than two examples from the last three years. Identify the key actions you took and the impact of those actions. Take care that you do not cut and paste inaccurate information onto your application form. The shortlisting panel need to know that you are interested in their Academy, that your application form is not just a generic form you are sending out to large numbers of schools. For example, if the person specification asks for excellence in communication and influencing it will not be adequate to just state 'I am an effective communicator'. You must provide an example of how you have demonstrated effective communication skills in the past. A relevant example would be: "I recently delivered a presentation to some of my colleagues. In order to ensure I got the key message across, I spoke with several staff beforehand to gauge how they might react to the messages, anticipated questions and prepared some notes. I also practiced my presentation with a colleague beforehand. During the presentation I recapped on key points to clarify important points and invited questions at various stages. I made sure everyone had understood the key messages by asking staff to repeat back to me what they were. The feedback I received was excellent". Additional Information In this section you need to identify any skills and experiences you have not highlighted under the Headteacher standards section. This section gives you the opportunity to describe your vision and values, your reasons for applying for this post and other information about yourself which you feel will assist the shortlisting panel in seeing how you, your skills and experiences match what they are looking for. References We will require three satisfactory references before a job offer is made. Please give the names and addresses of three referees. If you are employed or have been employed in the past, the first referee should be your present or most recent employer. Please ensure that you have completed your referee s name, address and full contact details and that they are up to date. If you are applying within the faith sector you will be required to submit details of a pastoral referee for your third reference. Confirmation of details Please make sure that you have signed and dated your application to confirm that your details are correct. If you are submitting your application by we will accept an signature, you can sign the hard copy at interview.

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