KEY FACTS CONTENTS KEY FACTS 2 CONTEXT 3 THE ROLE 7 THE PERSON 8 ADDITIONAL INFORMATION 12 HOW TO APPLY 13

Transcription

1 JOB DESCRIPTION FOR THE ROLE OF DIRECTOR OF LEARNING FOR APPOINTMENT 1 SEPTEMBER 2018

2 JOB DESCRIPTION DIRECTOR OF LEARNING A1 (M) A14 BURY ST EDMUNDS A14 NEWMARKET CAMBRIDGE A12 IPSWICH CONTENTS KEY FACTS 2 CONTEXT 3 THE ROLE 7 THE PERSON 8 ADDITIONAL INFORMATION 12 HOW TO APPLY 13 KEY FACTS Type of Schoo: Co-educationa, boarding and day Age range: Number of pupis: 750 Number of boarders: 450 Teacher/pupi ratio: 1:8 Reigious tradition: Christian M25 A1 (M) M25 HEATHROW M1 LIVERPOOL M25 STREET STATION LONDON GATWICK STANSTED M20 A12 COLCHESTER CHELMSFORD Fees per term: Boarding 7,795 9,995 and day 4,845 5,300 ISC associations: HMC, The Society of Heads and Boarding Schoos Association M2 A2 FELIXSTOWE DOVER 2

3 THE ROYAL HOSPITAL SCHOOL NAVIGATING SUCCESS The Roya Hospita Schoo (RHS) was founded in London in 1712 by the Roya Nava Crown charity, Greenwich Hospita, to educate the chidren of the Hospita s pensioners and prepare them for a ife at sea. Many went on to become famous admiras, exporers and pioneers. The Schoo is sti owned by Greenwich Hospita, whose soe Trustee is the Secretary of State for Defence on behaf of the Crown. RHS is immensey proud of its historic, roya and navainks, and discovery, exporation and chaenge continue to shape its ethos. The traditiona vaues of oyaty, commitment, courage, respect, service and integrity have underpinned the Schoo s core aims and phiosophy from the very beginning. Three hundred years ater, they are as reevant to the education provided now, as they were then. Today the Roya Hospita Schoo is set in 200 acres of beautifu Suffok countryside overooking the Stour Estuary and within an hour of London. RHS is a eading independent, co-educationa boarding and day schoo providing a fu and broad education, fit for the modern word. RHS inspires pupis to have the courage to be ambitious for their futures and the commitment to pursue whichever path they choose. We chaenge pupis of a academic abiities, steering them to ook beyond the moment and beyond the confines of the cassroom, and to approach ife with an open and receptive mind. It is through thinking creativey and taking the initiative that they discover their infuence, strengths and ambitions and estabish the skis they need to pursue purposefu and fufiing ives. Everyone can achieve the most exceptiona things but we are a different. That is why we focus on the individua, getting to know every one of our pupis and finding out what motivates them. By understanding a young person s strengths, and what he or she might find more difficut, we can hep them to make the right choices at the right time. It is this focus on persona chaenge and individua guidance that enabes pupis to deveop into sef-reiant, sociay responsibe aduts with enviabe open-mindedness and resiience, quaities which are so sought-after by empoyers and important in ife. 3

4 SCHOOL MISSION, VISION AND AIMS Our Mission is to understand each young person s strengths, to hep them to make the right choices at the right time, navigating through their critica, formative years and ensuring their education becomes the foundation for their happiness and success. Our Vision is to achieve nationa and internationa recognition as the schoo of choice for parents seeking an outstanding a-round and fu education for their chidren, enriched by a unique nava heritage. These are the Aims of the Roya Hospita Schoo: to deveop inteectua curiosity and academic confidence; to enabe every pupi to fufi their potentia, grow into the person they wish to become and be prepared for ife after schoo; to inspire eadership, adventure and sef-discovery; to foster creativity and imagination; to provide a secure and nurturing community which promotes webeing, fitness and heathy competition; to insti the vaues of service, oyaty and commitment and uphod the Schoo s unique and rich heritage; to cutivate a goba outook and environmenta responsibiity. INDEPENDENT SCHOOLS INSPECTORATE 2015 In its most recent Independent Schoos Inspectorate report RHS was rated Exceent in every area and described as foows: The Schoo has cear aspirations for its pupis. It seeks to promote the attributes of inspiration, chaenge and eadership in its pupis. Pupis are encouraged to strive for academic exceence and to endorse the vaues of service, oyaty and commitment whist uphoding the Schoo s unique and rich heritage. The Schoo encourages eadership and a sense of adventure and sef-discovery. A high priority is the promotion of service both within the Schoo and to the wider community. The Schoo aims to foster creativity and imagination within a civiised, caring, Christian community, based on high standards of behaviour, mutua respect, trust and courtesy between staff and pupis. The Schoo cutivates a goba outook and sense of environmenta responsibiity. It aims to encourage pupis to deveop fitness, webeing and enter into heathy competition. For the fu report pease cick here. 4

5 TEACHING AND LEARNING Pupis are not educated simpy to pass exams but to enjoy the adventure of earning and to deveop a ifeong appetite for knowedge. The curricuum is broad and baanced, combining the best of academic traditions with the atest technoogies. The embedding of mobie technoogy into teaching and earning was competed in September 2015, with every pupi and teacher using an ipad in cassrooms and for panning. The Schoo is an Appe Regiona Training Centre which provides teachers and technica staff from schoos and coeges a over the region the opportunity to access expertise, training and best practice to support their use of technoogy in the cassroom. In August 2017, 90% of pupis achieved A* C or 9 4 at GCSE with over a third of resuts graded at A*/A. At A Leve, over 80% of pupis achieved A* C with the argest proportion achieving A*/A for many years. Pupi success comes in many forms and post-schoo options for the eavers of 2017 range from studying at Oxford to higher degree apprenticeships to direct entry into the armed forces. Exceent faciities incude an art, design and technoogy centre, we-stocked reference and mutimedia ibrary, and ICT suites. Music, drama and dance pay an important part in schooife and this is emphasised by a 3.6 miion Music Schoo housing a 200-seat recita ha, 18 practice and speciaist rooms, a technica suite and a rock room, sitting aongside the cathedra-proportioned chape. The Schoo has a strong musica tradition, and the band and choir have performed at the Roya Abert Ha, St Pau s Cathedra, St James Paace, Lord s Cricket Ground and Twickenham Stadium, as we as touring in Europe, Sri Lanka, the USA, Canada and throughout the UK. SCHOLARSHIPS AND BURSARIES Through its parent charity, Greenwich Hospita, the chidren of those serving or who have served in the Roya Navy or Roya Marines can appy for entry irrespective of financia means. Currenty 101 nava chidren are supported by these Greenwich Hospita bursaries and discounts. In addition, the Schoo works with the SpringBoard Bursary Foundation and other charitabe partners to provide bursary paces for chidren who woud benefit from an independent boarding education. The Schoo ceebrates and rewards exceence through schoarships (academic, saiing, music, art, design, sport and drama) and offers awards and exhibitions at entry eve. These schoarships, exhibitions and awards confer a sma discount on the fees but can be suppemented by meanstested bursaries, widening access to pupis who may not otherwise be abe to afford an independent education. For further information on the Roya Hospita Schoo, pease see 5

6 PASTORAL EXCELLENCE A staff are encouraged to take a deep persona interest in pupi wefare and understand that young peope need to fee supported if they are to succeed academicay and that exceent pastora care must underpin a good academic education. Here at RHS, regardess of whether pupis are day or boarding pupis, an incrediby effective pastora network is designed to ensure that at every stage of the RHS journey our pupis are cared for, nurtured, supported, istened to and provided with a the appropriate guidance to hep them deveop in confidence. Our house system is taiored to meet the specific needs of each age group. The junior, Year 7 house is run by an experienced team of staff with considerabe expertise in deaing with this age group. As pupis progress through the schoo the structures and routines in the houses change to meet the needs of the maturing young peope unti they reach the Sixth Form and take on positions of responsibiity. In their fina year, Neson House is regarded as the pinnace of their time at RHS - not ony the pace to focus on A Leve study but aso the perfect springboard to ife beyond. Each pupi has a house-based persona tutor someone who is responsibe for overseeing their academic achievements and pastora wefare, and providing a ink between teachers and parents. The Schoo is fortunate to have a arge and we-resourced Heath Centre that operates 24/7. Fuy staffed by registered nurses, it aso accommodates a daiy doctor s surgery, a denta surgery and a wide range of speciaist medica services incuding counseing and physiotherapy. HOUSE SYSTEM There is a strong house system providing exceent accommodation for 450 boarders and 350 day pupis. This mix of boarding and day has changed consideraby over the past 10 years. In 2005 the schoo was made up of 660 boarders with just a handfu of day pupis accommodated in the boarding houses. Consequenty, there has been a period of constant review as the demographics have changed and an 18m investment programme into the boarding accommodation. Today, pupis entering in Year 7 go into a junior house for both boarding and day pupis, which is a chance to get to know the whoe year group and sette into ife at senior schoo. From Year 8, there are three senior boys and three senior girs boarding houses to choose from, with fourbedded rooms for younger pupis and doube or singe studies for seniors. Raeigh, Drake and Cornwais Houses provide superb faciities for day pupis in Years 8 to 12, the atter aso with ad hoc boarding accommodation. In the Upper Sixth, boys and girs join Neson House in singe studies, where independent iving is encouraged in preparation for university ife. 6

7 THE ROLE The Roya Hospita Schoo is seeking to appoint an outstanding and inspirationa teacher to ead and infuence the quaity and cuture of earning and teaching at the schoo. The Director of Learning wi aign teaching practice and pupi s skis and attitudes to enabe outstanding pupi progress. The successfu candidate wi have a passion for the craft of teaching and the abiity to ignite a ifeong ove of earning amongst pupis. He/she wi promote inteectua curiosity and academic confidence amongst the pupis they teach. He/ she wi be abe to infuence both pupis and teachers and wi be capabe of eading new approaches and initiatives; as we as championing the exceent practice that exists. He/she wi have exceent organisationa, interpersona and communication skis aongside the abiity to introduce fresh thinking and stay abreast of evidenced based research. The successfu candidate wi have made a demonstrabe record of improving the academic outcomes for pupis they have taught. The individua wi have a record of estabishing positive and effective reationships with pupis, parents and teachers as we as experience of managing staff effectivey. 7

8 THE PERSON The Director of Learning of the Roya Hospita Schoo wi: Be educated to degree eve and have a record of reevant professiona deveopment; Have a record of outstanding teaching that improves the outcomes for pupis; Be abe to foster a ove for earning amongst pupis; Improve the pupis skis so they can become highy effective independent earners Have an appreciation of the whoe schoo perspective; Have experience of managing and eading teams of teachers; Have exceent interpersona skis and a proven abiity to motivate and enthuse individuas; Have an appetite for hard work; capabe of using time effectivey and meeting deadines; Be oya and discreet with a proven record of working both independenty and as part of a team; Have the desire to get invoved in a significant aspects of the Schoo and committed to the ethos and vaues of the Schoo 8

9 Director of Learning Reporting to: Deputy Head (Academic) The Director of Learning wi be expected to teach a reduced timetabe, athough the teaching commitment wi be sufficient to enabe effective roe modeing of best practice. Aongside their duties as a teacher, the roe wi incude the foowing extra responsibiities: Strategy and eadership The Director of Learning is responsibe for monitoring and raising the quaity of earning throughout the schoo, supported by the Head of Digita Learning and the Academic Chaenge Coordinator. Specificay they wi: 1. Lead by exampe by modeing exceence in panning, teaching and feedback 2. Coaborate with the Deputy Head (Academic) to evauate, deveop and deiver an academic improvement pan for each section of the schoo: a. Lower schoo Year 7-9 b. Midde Schoo Years 10&11 c. Sixth form Years 12&13 3. Launch and drive a focus on Year 7 and 8 academic performance. This wi incude: a. Evauation and review of Compass Curricuum aongside the Assistant Head (Pastora) b. Evauation of the Year 7 academic induction c. Assessment of Year 7 and 8 progress and resuting interventions 4. Take responsibiity for engendering the skis and attitudes amongst the pupis from Year 7 to 13 that enabe them to perform to the best of their abiity by: a. providing a coherent approach for deveoping independent earners b. deveoping the key skis of iteracy and numeracy through and across the curricuum c. deveoping the skis the pupis require to prepare for pubic examinations, incuding revision techniques / study skis d. deveoping the skis for 21 st Century earners through the Compass Curricuum: digita and computer iteracy, and critica thinking, working with the Assistant Head (Pastora) in the first year 5. Attend and contribute to IS Strategy Group meetings. Page 1 of 3 9

10 Leadership of research and deveopment Monitoring and reporting Supporting and deveoping teaching staff in becoming outstanding practitioners 6. Stay abreast with contemporary educationa thinking regarding best practice and disseminate information/guidance to staff in reguar professiona updates 7. Encourage and deveop a cuture of action research amongst teaching staff, and support and assist in assessing the impact of initiatives. 8. Estabish inks with eading practitioners both within the schoo and in the wider educationa environment, providing reguar updates to Heads of Department and teaching staff 9. Work cosey with the Second Master and Deputy Head (Academic) to pan and deiver an outstanding programme of bespoke INSET for teaching staff 10. Chair the Teaching and Learning Group and any other informa INSET custer groups 11. Work with the Iuminati Custer group (Greshams, Framingham and Kings Ey) to pan and deiver cross-schoo staff CPD through spotight sessions and training days. 12. Assist the DHA in monitoring the quaity of earning across the schoo, incuding by conducting reguar earning waks and observations of teaching staff 13. Take responsibiity for the quaity and provision of the Schoo s marking strategy, coordinating work samping and giving feedback on the actions arising. 14. Advise and report to the Headmaster and Deputy Head (Academic) on the quaity of Teaching and Learning using information gained from esson observation, peer review and pupi feedback. 15. Lead the schoo s peer observation programme, coordinating observations and sharing good practice 16. Estabish peer coaching amongst the teaching staff, providing coaching and feedback to teachers as required 17. Mentor teaching staff as appropriate to support their professiona deveopment 18. Deveop and promote highy efficient practice amongst teachers to assist them in meeting the demands on their time 19. Assist the Deputy Head (Academic) with performance management, incuding addressing parenta compaints on teacher quaity, intervening where necessary Page 2 of 3 10

11 Managing, supporting and deveoping midde eaders 20. Appraise a number of midde eaders as appointed by the Deputy Head (Academic) 21. Line manage the Academic Chaenge Coordinator, Head of Digita Learning and Head of Critica Thinking 22. Act as mentor/coach for some midde eaders as required, particuary those who are inexperienced or underperforming. 23. Assist the Deputy Head (Academic) with conducting Department Reviews 24. Provide other assistance to Heads of Department as required / requested Recruiting Other 25. Assist the Headmaster and Deputy Head (Academic) in the recruitment of teaching staff 26. Contribute to the induction process for new teaching staff 27. Work with the Deputy Head (Academic) in the preparation for and response to ISI inspections. 28. Attend and contribute to Governors Education Sub-Committee meetings as required. 11

12 ADDITIONAL INFORMATION MANAGEMENT STRUCTURE The Headmaster eads a Schoo Management Team comprising the foowing: Second Master Director of Finance & Operations (Bursar) Deputy Head (Pastora) Assistant Head (Pastora) Deputy Head (Academic) Director of Learning Assistant Head (Co-Curricuar) Head of Sixth Form Director of Communications Director of Deveopment THE BENEFITS RHS is situated in a rura setting but with exceent inks to London and Cambridge and we-served by nearby Ipswich. The community is incrediby wecoming and has an active caendar of activities incuding staff socia events, reguar opportunities to pay sport such as cimbing, cricket and footba. There is aso a staff socia cub which hosts events. RHS is a progressive, caring empoyer and it is fuy committed to deveoping its staff. The Schoo has a broad interna Inset programme, supports coeagues in a range of Higher Education quaifications and is an Appe Regiona Training Centre. The Schoo prides itsef on the wecoming and incusive staff community where 80% of teaching staff ive on site. RHS has its own pay scae and chidren of staff are eigibe for a generous subsidised fee remission subject to the norma admissions criteria, and chidcare vouchers for eary years earning through saary sacrifice. A members of staff have access to the Schoo s sports faciities which incude a brand new fitness gym, tennis and squash courts and a gof course. A three daiy meas are avaiabe during term time. On-site faciities incude NHS denta care, and access to aundry and dry ceaning. This post woud be an appropriate stepping stone for one who aspires to go on to headship. There wi be opportunities to work cosey with Governors, to engage with the Schoo s strategic deveopment, to represent the Schoo and cruciay, to define and ead initiatives of one s own. Accommodation wi be provided for the successfu candidate. The Director of Learning wi work such hours as necessary to propery discharge his or her duties whether or not such hours are within norma schoo time. The Director of Learning wi be entited to take reasonabe hoidays during norma schoo hoidays but may be required to assist with occasiona whoe schoo duties during hoiday periods. The post is pensionabe through the Teachers Pension Scheme. 12

13 HOW TO APPLY TERMS & CONDITIONS For a confidentia discussion about the roe pease ca our HR Manager on An information pack is aso avaiabe by contacting the Schoo at: recruitment@royahospitaschoo.org Appicants shoud submit a copy of the Schoo s appication form aong with a covering etter of no more than two sides. The Roya Hospita Schoo woud ike the successfu candidate to commence empoyment for 1 September INTERVIEW TIMETABLE The deadine for appications is Monday 8 January Interviews and presentations wi take pace at the Roya Hospita Schoo during the week commencing 15 January 2018 The Roya Hospita Schoo is committed to safeguarding and promoting the wefare of chidren and young peope and expects a staff and vounteers to share this commitment. The successfu candidate wi be subject to a DBS check and references. The gross annua saary wi be competitive and wi be commensurate with the experience of the successfu candidate. The conditions and expectations are outined in the standard contract, job description (Director of Learning) and the Teacher s Code of Conduct. NOTE: Athough this document is designed to give a fair picture of the nature of the roe and conditions of empoyment, it does not represent a egay binding contract. A separate contract of empoyment wi be submitted for that purpose upon receipt of references and acceptance of a verba offer made to the successfu candidate. 13