Far East, China
Assistant Director (Pastoral and Wellbeing)
As Assistant Director, you will play a key role in the strategic leadership of the
school. The main area of responsibility will be to lead on the pastoral care of students,
including safeguarding, personal development, behaviour and wellbeing, within the school.
If you are:
• Passionate about learning
• A successful and effective leader
• An outstanding teacher
• Able to motivate students, staff and parents
• Committed to continuing professional development
You will set high professional standards befitting of a Senior Leader. You will play a full part in the decision making of the Extended Leadership Team and as a Senior Leader take a measure of responsibility for successful implementation of those decisions.
This Job Description may be amended at any time following discussions between the
Director and post holder, and will be reviewed annually.
SPECIFIC JOB DESCRIPTION
• Leading and managing the work of the school in relation to pastoral care, safeguarding, personal development, wellbeing, behaviour and attitudes to learning
• Supporting our work around parental engagement in this regard.
• Leading and managing a team of Year Leaders/ Heads of Year and related staff to ensure regular tracking of overall student progress, high standards of behaviour and positive attitudes to learning.
• Taking responsibility for the impact of school policies and provision on wellbeing and attitudes to learning.
• Monitoring and evaluating progress in improvements in overall behaviour for learning with all key stakeholders.
• Advising the Senior Leadership Team on all matters associated with pastoral care, safeguarding, personal development, wellbeing, behaviour and attitudes to learning and to ensure that at all times the Director is informed of developments and outcomes in these areas.
Leading and Managing Teaching, Learning, Achievement and Standards
1. Ensuring that student progress is tracked by Year Team Leaders and data used effectively to maximise achievement and wellbeing.
2. Working closely with Heads of Year and Heads of Department to ensure any student in need of additional support is referred appropriately.
3. Developing the behaviour for learning policy and its implementation including the continued development of appropriate rewards and sanctions.
4. Ensuring, with the Deputy Director, reports to parents are quality assured and timely.
5. Devising and implementing methods of tracking, recording and reporting wider student achievement, participation and wellbeing to parents.
6. Liaising with parents and external agencies on the wellbeing and achievement of learners.
7. Supporting and leading where relevant with transfer and transition arrangements between Year groups and, in particular, on entry to DHZH.
Strategic Leadership and Day to day Management of the Organisation
1. Leading on ensuring a safe and supportive learning environment is provided for all learners before, during and after the timetabled day including evening study.
2. With the Evening Study coordinators, organise and ensure the supervision students through of effective rotas/ duty teams
3. Supporting the smooth operation of all relevant school events by ensuring procedures and processes are followed.
4. Leading relevant working groups.
5. Ensuring assemblies, parents’ consultations, school events are of a high quality.
6. Writing and keeping up to date pastoral handbook and guidance for form tutors and Heads of Year and other relevant documentation.
7. Disseminating leading practice relating to wellbeing into the school within an agreed framework.
8. Taking forward relevant areas of the School Improvement Plan
9. Providing regular progress updates to SLT about the successes, issues and concerns of all year teams.
10. Liaising with parents, outside agencies and other education providers as appropriate.
11. Working as a member of the Safeguarding Committee, designated to support operationally safeguarding work (including case work, training and documentation as Child Protection Officer - CPO)
12. To be a lead trainer in for safeguarding and Designated Safeguarding Lead (DSL). Assuming responsibility for all associated activities.
13. Develop a programme for PSHCE and tutor time which develops best practice from within the DCI group and beyond; and which matches our context in terms of developing our wellbeing strategy
Leading and managing people
1. Providing clear leadership, guidance and support, within the agreed framework for the team of Heads of Year and ensuring that they are doing the same for their tutor teams.
2. Supporting and assisting subject leaders/ Heads of Department to ensure they understand, and are actively implementing the key aspects of the school’s pastoral care, personal development, wellbeing, behaviour for learning and attitudes to learning.
3. Leading agreed aspects of CPL and Professional Learning Communities.
4. Establishing clear expectations and constructive working relationships among staff involved through team working and mutual support.
5. Performance managing staff and line managing areas as required and using the process to develop their personal and professional effectiveness.
6. Compiling the annual review for Personal Development and Wellbeing and the School Improvement Plan based on the contributions of each year group and whole school aspirations.
7. Coordinating a PSHCE team that will deliver the PSHCE programme
Leading and management within the Community
1. Leading and developing relevant aspects of student and parental involvement in learning.
2. Compiling and updating, annually, a document which outlines the range of student voice and leadership opportunities available.
3. Drawing up, with Heads of Year, an annual programme of assemblies which complement the PSHCE and tutor time programme and which take into account relevant global events, wellbeing priorities and life skills.
4. Leading and developing the Student Council or similar representative student body.
5. Ensuring the views of parents and learners are sought systematically and acted upon.
6. Leading, with Student Council, and coordinating all fundraising and charity events.
7. Attending pupil related events in the community.
Quality assure all aspects of the above including:
1. The use of tutor time
2. Tutor team meetings
3. The general use of planners
4. The quality of reports to parents from a parent and pupil perspective
5. Attendance and punctuality to school and lessons
7. All relevant documentation and communication relating to safeguarding, pastoral care, personal development, wellbeing, behaviour and attitudes to learning
Other specific duties applicable to this role:
The role description is not a comprehensive definition. It will be reviewed annually and it may be subject to modification or amendment after discussion.
PERSON SPECIFICATION *
Qualifications and CPD
• Graduate and Qualified Teacher Status
• Evidence of continued professional development
• Commitment to and practice of ongoing research into teaching and learning and school improvement
Knowledge and Experience
• Preferably at least 2 years’ successful middle leadership experience
• Understanding of key educational issues/change, combined with the ability to lead and co-ordinate their effective implementation
• Successful and proven track record of innovation and leading change with a demonstrable impact on school improvement
• A record of sustained progress in learning, with improved outcomes for students
• Successful line management of key areas of responsibility and holding others to account
• Experience of effectively working with others including parents, governors and external agencies
Professional and Leadership Skills
• Highly successful classroom practitioner, including evidence of high level student achievement and consistent outstanding teaching over time
• An excellent team player – to lead by example and provide support and challenge to others
• The ability to think and act strategically at whole school level
• Clear vision for raising standards
• Highly tuned ability to analyse and use information to drive school improvement
• Skilled at working with people with the ability to inspire and motivate others – both staff and students
• The ability to challenge, influence and motivate others
• Excellent problem-solving skills
• Outstanding presentation and communication skills – including in written communications
• Experience of coaching for improvement
• An ability to complete tasks to a high standard with attention to detail
• Readiness to identify and respond to new challenges with good judgement and perseverance
• A well-developed sense of school advocacy
• Strong commitment to the values and ethos of the school
• A positive, professional role model for staff and students, with high expectations of themselves and others
• Dedication to school improvement – with energy, drive and a sense of purpose
• An effective self-manager and independent worker, who can prioritise and adapt as required with the capacity to work well under pressure
• Decisive, fair, consistent and focused on solutions
• Reliable, honest and trustworthy, demonstrating the highest professional standards
• Integrity in relation to their own and the school’s practice
• Enthusiastic and hard-working
• Able to demonstrate resilience and perseverance
• Reflective and self-evaluative – individually and within the context of a team
• Flexible and adaptable to suit the school’s needs
• Creative and innovative
• A good listener and communicator
• Able to maintain focus and perspective at all times and overall
• A passion for helping young people develop, learn and achieve their best – whatever their starting point
• Person Specification outline is ‘indicative’ and should be regarded as ‘desirable’ rather than all ‘essential’.
Start Date: 01-08-2019
Apply By: 18-01-2019