Principal Job Description Purpose of the Job Provide vision, leadership and direction for the college and ensure it is managed and organised to meet its aims and targets. Maintain a culture that promotes excellence, equality and high expectations of staff and students. Qualities and Knowledge Evaluate the college s performance to identify priorities for continuous improvement and raising standards. Be responsible for the day-to-day management, organisation and administration of the college. Maintain high morale and an ethos in which all individuals are treated fairly and equitably, feel respected and valued and where personal endeavour, responsibility and teamwork are encouraged and embedded within the college. Students and Staff Monitor and review staff deployment to ensure the most effective use of human resources. Hold all staff to account for their professional conduct and practice. Identify emerging talents, coaching current and aspiring leaders in a climate where excellence is the standard, leading to clear succession planning. Be responsible, with the governing body, for the appointment and dismissal of staff. Ensure that Performance Management Policy, including induction, is effectively carried out and guidance, support and training provided as appropriate. Ensure students have access to a broad range of extra-curricular opportunities and other educational and social experiences. Arrange for parents and carers to be given regular information about the curriculum and the progress of their children.
Be responsible for the safeguarding and promotion of the welfare of all students and staff. Systems and Processes Ensure that a productive learning environment which is engaging and fulfilling for all students is maintained. Ensure compliance with all applicable LA and DfE policies in consultation with staff and governors. Have oversight of the security, safety, maintenance and cleanliness of the college and its surroundings to conform to statutory and local regulations. Monitor and evaluate standards of teaching and learning, assessment, resource usage and effectiveness of management and implement appropriate strategies for change where required. Ensure the behaviour management policies of the college are consistently implemented and effective. Self-Improving School System. Inspire and influence others - within and beyond the college - to believe in the fundamental importance of education in young people s lives and to promote the value of education. Promote an outward-facing college which works with other schools and organisations - in a climate of mutual challenge - to champion best practice and secure excellent achievements for all students Work with the governing body to ensure that the college practises effective financial management, preparing balanced budgets that meet the needs and address the priorities within the college development plans. Support the governing body in challenging and supporting the college effectively so that weaknesses are tackled decisively and statutory responsibilities are met. Ensure that statutory requirements for the curriculum are met, curriculum provision is appropriate and relevant to the needs of all students and provides equality of opportunity. Distribute leadership throughout the college, forging teams of colleagues who have distinct roles and responsibilities and hold each other to account for their decision making.
Special Conditions. This post is subject to the Disclosure and Barring Service checking process. The content of this job description may be amended at any time following discussions between the Governing Body and the Principal and will be reviewed on an annual basis. All adults within college are responsible for safeguarding the young people within our care and all concerns have to be passed on to the Designated Safeguarding Lead or the Deputy Safeguarding Leads. All adults must ensure they are working within the Keeping Children Safe in Education guidelines.
Principal: Person Specification Measurements 1. Written application 2. Other documentary evidence, including references 3. Interview process Appointment Criteria Essential / Desirable Main Measurement(s) 1. Experience, qualifications and personal attributes 1.1 Qualified Teacher Status (QTS) E 1 / 2 1.2 A track record of substantial, recent and effective senior leadership in the English comprehensive education system, at deputy headteacher or headteacher level. E 1/ 2/ 3 1.3 Successful teaching experience, across the ability range, at KS3 and at KS4 E 1/ 2/ 3 1.4 Teaching experience in more than one secondary school D 1/ 2/ 3 1.5 NPQH completed D 1 / 2 1.6 Other higher professional qualification (e.g. Masters) D 1 / 2 1.7 Strong evidence of engagement with recent and relevant senior leadership professional development E 1/ 2 / 3 1.8 Leadership experience in a school/college serving high levels of disadvantaged students D 1 / 3 1.9 Experience in a school/college serving a diverse and multi-cultural community 1.10 Leadership experience in a school/college serving a diverse and multicultural community D 1 / 3 1.11 Impressive organisational and interpersonal skills, including the ability to be able to communicate effectively, both orally and in writing.
1.12 Stamina, including an excellent attendance record 1.13 Enthusiasm, energy and ambition 2. Strategic Direction and Development of the School Knowledge and understanding 2.1 Local, national and global trends and ways to build, communicate and implement a shared vision 2.2 Strategic planning processes. 2.3 Strategies for communication both within and beyond the school 2.4 The OFSTED inspection framework. 2.5 New technologies, their use and impact. 2.6 Leading change through creativity and innovative approaches. 2.7 A cooperative school vision that strives for excellence and equality of opportunity and outcome for every student 2.8 Setting and achieving of ambitious, challenging goals and targets for staff and pupils 2.9 The appropriate use of new technologies 2.10 Inclusion. Is able to: 2.11 Think strategically; build a coherent vision in a range of compelling ways 2.12 Inspire, challenge, motivate and empower others to carry the vision forward 2.13 Model the values and vision of the school. 3. Leading Teaching and Learning
Knowledge and understanding 3.1 Strategies for raising achievement and achieving excellence 3.2 Models of learning and teaching 3.3 The use of new and emerging technologies to support learning and teaching 3.4 Principles of effective teaching and assessment for learning 3.5 Models of behaviour and attendance management 3.6 Strategies for ensuring inclusion, diversity and access 3.7 Curriculum design and management, creating an effective and diverse curriculum that is deliverable to a sustainable budget. 3.8 Tools for data collection and analysis 3.9 Continuing the raising of standards for all in the pursuit of excellence. 3.10 The continuing learning of all members of the school community. 3.11 The entitlement of all students to effective teaching and learning. 3.12 Choice and flexibility in learning, to meet the personalised learning needs of every child 3.13 Ensuring an ethos of high expectations for behaviour and progress in all aspects of school life. 3.14 Using research to inform teaching and learning 3.15 Monitoring and evaluating performance 3.16 School self-evaluation. 3.17 Strategies for continuously developing more effective teachers 3.18 Has a personal record of substantial teaching experience and producing excellent outcomes for pupils they have taught.
Is able to: 3.19 Demonstrate personal enthusiasm for and commitment to the learning process 3.20 Demonstrate the principles and practice of effective teaching and learning 3.21 Access, analyse and interpret information. 3.22 Develop and support relevant strategies for performance improvement 3.23 Acknowledge excellence and challenge poor performance across the school 4. Leading and Managing Staff Knowledge and Understanding 4.1 The significance of interpersonal relationships and models of CPD. 4.2 The Professional Standards for Teachers. 4.3 Strategies to promote individual and team development 4.4 Building and sustaining a learning community 4.5 The relationship between managing performance, CPD and sustained school improvement 4.6 The impact of change on organizations and individuals. 4.7 Effective working relationships 4.8 Shared leadership 4.9 Effective team working 4.10 CPD for self and others within the school. Is able to: 4.11 Foster an open, fair, equitable culture and manage conflict E 1/ 2/ 3
4.12 Develop, empower and sustain individuals and teams. E 1/ 2/ 3 4.13 Collaborate and network within and beyond the school E 1/ 2/ 3 4.14 Challenge, influence and motivate others to attain high goals. E 1/ 2/ 3 4.15 Give and receive effective feedback and act to improve personal performance and that of others 4.16 Work closely with others and, where necessary, accept support from others, including colleagues, governors and LA E 1/ 2/ 3 E 1/ 2/ 3 5. Managing the Organisation Knowledge and Understanding 5.1 Principles and models of self-evaluation 5.2 Principles and strategies of school improvement 5.3 Project management for planning and implementing change 5.4 Policy creation through consultation and review 5.5 Informed decision making 5.6 Strategic financial planning and budgetary management and principles of best value 5.7 Performance Management. 5.8 Legal issues relating to the managing of the school 5.9 The use of new and emerging technologies to enhance the organisation s effectiveness 5.10 Distributed leadership and management. 5.11 The equitable management of staff and resources. 5.12 Sustaining personal motivation and that of all staff 5.13 Developing and sustaining a safe, secure, and healthy school environment.
Is able to: 5.14 Establish and sustain appropriate structures and systems, to improve outcomes for all. E 1 / 2/ 3 5.15 Manage the school effectively on a day-today basis E 1 / 2/ 3 5.16 Delegate management tasks and monitor their implementation E 1 / 2/ 3 5.17 Prioritise, plan and organise themselves and others E 1 / 2/ 3 5.18 Make professional, managerial decisions based on informed judgments. E 1 / 2/ 3 5.19 Think flexibly and creatively to anticipate and solve problems E 1 / 2/ 3 6. Securing Accountability Knowledge and Understanding 6.1 Statutory frameworks including Governance 6.2 The use of a range of evidence, including performance data, to support, monitor, evaluate and improve aspects of school life, including challenging poor performance. 6.3 The principles and practice of quality assurance systems, including school review, self evaluation, and performance management. 6.4 Stakeholder and community engagement in and the accountability for, the success and celebration of the school s performance. 6.5 Principles and practice of school self evaluation 6.6 The school working effectively and efficiently towards the academic, spiritual, moral, social, emotional and cultural development of all its students 6.7 Individual, team and whole school accountability for student learning outcomes. 6.8 Removing barriers to learning for all pupils and ensuring all pupils achieve their potential both academically and personally Is able to:
6.9 Engage the school community in systematic and rigorous self evaluation of the work of the school 6.10 Collect and use a rich set of data to understand the strengths and weaknesses of the school and plan effective strategies to address any weaknesses identified promptly. 6.11 Combine the outcomes of regular school self review with external evaluations in order to develop the school. E 1 / 2/ 3 E 1 / 2/ 3 E 1 /2 / 3 7. Strengthening Community Knowledge and Understanding 7.1 Current issues and future trends that impact on the school community 7.2 The wider curriculum beyond the school and the opportunities it provides for the pupils and school community E 1/ 3 7.3 Models of home, school and community partnerships E 1/ 3 7.4 The work of other agencies and the opportunities for collaboration. E 1/ 3 7.5 Strategies which encourage parents and carers to support their children s learning. E 1/ 3 7.6 Effective team work within the school and with external partners E 1/ 3 7.7 Work with other agencies for the well being of all students and their families. 7.8 Involvement of parents and community in supporting the learning of children and in defining and realizing the school s vision E 1/ 3 E 1/ 3 7.9 Collaboration and networking with other schools to improve outcomes. E 1/ 3 Is able to: 7.10 Understand the unique context in which the school operates. E 1 / 2/ 3 7.11 Engage in a dialogue which builds partnerships and community consensus on values, beliefs and shared responsibilities E 1 / 2/ 3 7.12 Listen to, reflect and act on community feedback E 1 / 2/ 3
7.13 Build and maintain effective relationships with parents, carers, partners and the community that enhance the education of all students. E 1 / 2/ 3 8. Statutory obligations and responsibilities 8.1 Knowledge of current legal requirements, including health and safety and national policies and guidance on the safeguarding and promotion of the wellbeing of children and young people. 8.2 Able to recognise and safeguarding indicators that may lead to concerns and to take action according. E 1 /2/ 3 E 1 /2/ 3