WILD BANK Wild Bank Community School Job Description Deputy Head Teacher This appointment is with the governing body of the school under the terms of the contract signed, with the governors as employers. It is subject to the current conditions of employment of deputy head teachers, contained in the School Teachers Pay and Conditions document, other current educational and employment legislation, relevant teacher and headteacher standards and the school s mission statement. We are committed to appointing a candidate who is keen to excel in their areas of interest, and prepared to develop further competencies as required. Accountable to: The Head Teacher and Governing Body Main Purpose: To work with the Head Teacher in creating, an inspiring environment where all members of the school community achieve their potential in a caring, safe workplace. To this end, the Deputy Head Teacher will: Undertake the normal responsibilities of the class teacher Be a member of the senior leadership team Assist the Head Teacher in managing the school Support and represent the headteacher at meetings as and when required Undertake the professional duties of the headteacher during his/her absence Undertake such duties as are delegated by the headteacher Play a major role in the leadership of Wild Bank Community School under the overall direction of the Head Teacher in formulating and reviewing the School Development Plan aims and objectives Establishing the policies through which they shall be achieved Ensuring that all policies contribute to the success of the development plan Managing staff and resources to that end Monitoring progress towards their achievement. Provide effective professional challenge, dialogue and support to the Head Teacher. Communicate effectively the ethos and vision of the school to all involved in the life of the school. MAIN TASKS: Class teacher responsibilities To carry out the duties of a school teacher as set out in the current School Teachers Pay and Conditions Document. To carry out the duties of a general class teacher as detailed in the school s class teacher job description, including the provision of cover for absent teachers. To be responsible for a specific KS2 class or age group of children to be decided on appointment. The internal organisation, management and control of the school To have specific responsibilities (eg for aspects of school management or the curriculum) to be agreed upon appointment. To contribute to: Maintaining and developing the ethos, values and overall purposes of the school Formulating the aims and objectives of the school and policies for their implementation A development plan which will translate school priorities and policies into actions Monitoring and evaluating the performance of the school Implementing the governing body s policies on equal opportunity issues for all staff and pupils in relation to sex, gender, sexual orientation, transgender, race, disability and special educational needs and disabilities
The efficient organisation, management and supervision of school routines Curriculum Development To contribute to: The development, organisation and implementation of the school s curriculum School policies on curriculum, teaching and learning styles, assessment, recording and reporting Ensuring that the learning and teaching provided by different phases and teaching teams form a co-ordinated, coherent curriculum entitlement for individuals Ensuring that information on pupil progress is used to improve teaching and learning to inform and motivate pupils, to inform parents, to provide necessary references for other educational institutions and employers, and to aid governors in their future management of the school Ensuring that the individual pupil s continuity of learning and effective progression of achievement are provided The promotion of extra-curricular activities in accordance with the educational aims of the school To act as a professional role model for all staff, demonstrating effective teaching, classroom organisation and high standards of achievement, progress and behaviour. Pupil welfare To contribute to: The development, organisation and implementation of the school s policy for the spiritual, moral, social and cultural development of pupils and their personal and health education, including pastoral care and guidance The promotion among pupils of standards of conduct/discipline and a proper regard for authority and the encouragement of good behaviour. The development among pupils of self-discipline The handling of individual disciplinary cases in the absence of the Head Teacher To be responsible for: The Deputy Leadership of Safeguarding The management of Staff To participate in the selection and deployment of teaching and non-teaching staff of the school To contribute to good management practice by ensuring positive staff participation, effective communication and procedures To participate in arrangements made in accordance with the regulations for the appraisal of the performance of staff in school To lead and manage Key Stage Two To line manage a number of colleagues. To contribute to staff development policies in relation to: The induction of new and newly qualified teachers and other staff. The provision of professional advice and support and the identification of training needs To demonstrate effective leadership, representation and liaison both within the school and other interested or involved persons or bodies. To maintain good relationships To report to the Governing Body on a regular basis about the school s performance based on thorough and rigorous analysis and evaluation.
The management of resources To contribute to the formulation of the school s policies and procedures concerning resource management To allocate, control and account for those financial and material resources of the school which are delegated by the Head Teacher. To promote an attractive environment which stimulates learning and enhances the appearance of the school? To contribute to arrangements for the security and effective supervision of the school buildings, their contents and grounds, including aspects of health and safety. To maintain effective working relationships with external agencies and services contracted to the school and the Authority. Relationships To advise and assist the governing body as required in the exercising of its functions including attending Full Governing Body meetings and making reports. To assist liaison and co-operation with Authority officers and support services. To help in maintaining and developing effective communications and links with parents and to provide positive responses to concerns and problems regarding their children s education. To help to promote a vision of a community school. To collaborate with the Authority and other agencies in providing for the development and well-being of the whole child To assist liaison with other educational establishments in order to promote the continuity of learning, progression of achievement and curriculum development. Seek opportunities to invite parents/ carers, community, business or other organisations into the school to enhance and enrich the school and its value to the wider community. To develop and maintain positive links and relationships with the community, local organisations and employers To promote a positive image and help to raise the profile of the school To ensure that the school plays a constructive role in the life of the community and that its curriculum draws on the nature and resources of that community. The applicant will be required to safeguard and promote the welfare of children and young people The appointment is subject to the current conditions of employment in the School Teachers Pay and Conditions Document as they relate to Deputy Head Teachers.
WILD BANK Person Specification Deputy Headteacher Category Essential Desirable 1. Qualifications/ Professional Development Qualified teacher status Evidence of continuing professional development relating to school leadership and management, and curriculum/teaching and learning Ability to identify own learning needs and to support others in identifying their learning needs Postgraduate level qualification NPQH award or Leadership Pathways certification Experience of working with other schools/ organisations/ agencies Experience of leading/coordinating professional development opportunities 2. Experience Successful experience of leading one or more subject areas Substantial, proven, successful teaching experience at outstanding grade Successful experience in a leadership and management role At least 5 years successful teaching experience in the primary age range. Teaching experience in at least 2 of the 3 key stages. Curriculum leadership in one or more core subjects Experience of teaching in more than one school Experience of managing a mixture of form entry Experience as DHT 3. Strategic Leadership Ability to articulate and share a vision of primary education within the context of the school s mission statement Ability to inspire and motivate staff, pupils, parents and governors to achieve the aims of the school Evidence of successful strategies for planning, implementing, monitoring and evaluation school improvement Ability to analyse data, develop strategic plans, set targets and monitor/evaluate progress towards these Knowledge of what constitutes quality in educational provision, the characteristics of effective schools and strategies for raising standards and the achievement of all pupils Understanding of and commitment to promoting and safeguarding the welfare of pupils Knowledge of the role of the governing body Evidence of having successfully translated vision into reality at whole school level 4. Teaching and Learning A secure understanding of the requirements of the National Curriculum and Early Years development Understanding of successful teaching and learning across the entire curriculum across all key stages
Category Essential Desirable Knowledge and experience of a range of successful teaching and learning strategies to meet the needs of all pupils A secure understanding of assessment strategies and the use of assessment to inform the next stages of learning Experience of effective monitoring and evaluation of teaching and learning Secure knowledge of statutory requirements relating to the curriculum and assessment Understanding of the characteristics of an effective learning environment and the key elements of successful behaviour management Successful experience in creating an effective learning environment and in developing and implementing policy and practice relating to behaviour management Whole school curriculum leadership Promoting SMSC of pupils across the curriculum 5. Leading and Managing Staff 6. Accountability Experience of working and leading staff teams Ability to delegate work and support colleagues in undertaking responsibilities Experience of performance management and supporting the professional development of colleagues Understanding of effective budget planning and resource deployment Leadership of middle management / phase leaders Ability to communicate effectively, orally and in writing to a range of audiences e.g. staff, pupils, parents, governors, Experience of effective whole school self-evaluation and improvement strategies Ability to provide clear information and advice to staff and governors Secure understanding of current practice in performance management, including capability Experience of working with governors to enable them to fulfil whole school responsibilities Successful involvement in staff recruitment, appointment/induction, Understanding of how financial and resource management enable a school to achieve its educational priorities Experience of presenting reports to governors Understanding the criteria for the evaluation of finance and budgets Leading sessions to inform parents Experience of offering challenge and support to improve performance
Category Essential Desirable 7. Skills, Qualities & Abilities Proven high quality teaching skills Strong commitment to the vision statement Proven high expectations of pupils learning and attainment Strong commitment to school improvement and raising achievement for all Ability to build and maintain good relationships Ability to remain positive and enthusiastic when working under pressure Ability to organise work, prioritise tasks, make decisions and manage time effectively Empathy with children Outstanding communication skills Outstanding interpersonal skills Stamina and resilience A sense of humour 8. References Positive recommendation in professional references Good health and attendance record Professional reference without reservations. Strong positive examples of leadership impact 9. Safeguarding Wild Bank Community School is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment. An enhanced DBS check is required for all successful applicants