Head of Multilingualism

Purpose of Role:

International Schools Partnership (iSP) is a dynamic, global group of international schools that prides itself in putting learners and their learning first. This is what makes us unique and is what we refer to as our Learning First methodology.

As our core purpose is to facilitate experiences of amazing learning, this essential role focuses on ensuring that our multilingual students are provided with structured and consistent opportunities to become proficient in English and any other languages of education, in addition to their home and additional languages, in ways that support their wellbeing and identity, academic achievement and future pathways.

The School Head of Multilingualism supports their school to embed quality provision and drive improvement through our quality assurance framework, the Multilingualism Roadmap and by committing to continuous engagement with the Learning Improvement Process.

iSP School Head of Multilingualism: Key Responsibilities 

Leading and implementing ISP’s Multilingualism strategy across the school, by:

• developing, improving, agreeing and implementing the school’s multilingualism vision and language policy in collaboration with other stakeholders.

• contributing to enhanced admissions procedures to develop detailed individual language profiles, assess baseline language proficiency, identify potential future pathways and set students and their families up for success in language learning.

• collaborating with MLT and SLT to ensure that there is a linguistically inclusive, supportive induction process in place at the school, which welcomes learners and their families effectively and promotes their rapid integration into the school community.

• identifying and removing barriers to language learning across the school and setting high standards for intensive, targeted and universal language provision.

• determining appropriate professional learning opportunities related to multilingualism by auditing educators’ knowledge, skills and understanding of the field and signposting both asynchronous and synchronous programmes on iSP’s Learning Hub.

• working directly with Key Stage leaders, heads of department and other MLT and SLT to support learning design for multilingual learners as they develop units of work.

• identifying and implementing a comprehensive language learning framework to track and monitor student progress across the school and overseeing the collection and management of key data related to student development.

• gathering evidence of learning in real time through regular Learning Visits to ensure that all multilingual learners are either engaged in a ‘good struggle’ or consolidating learning, through impactful pedagogical practices which reflect iSP’s Learning.First methodology.

Working in partnership with key school stakeholders to drive, embed and develop ISP’s Multilingualism strategy, including:

• the Regional Head of Multilingualism/Group Head of Multilingualism to report and collaborate on school-based initiatives, areas requiring additional support, professional learning opportunities and Multilingualism Roadmap (our quality assurance framework) alignment.

• the School Principal and members of the SLT to develop language policy and action planning using ISP’s Learning. First approach and the 9 Criteria of the Learning Improvement Process.

• the school’s Admissions Team to support the initial enrolment, language profiling and baseline assessment and induction of multilingual learners into the school.

• other school-based multilingualism heads and specialists within the region to collaborate on developing and implementing best practices, regional learning events and to support, review and improve language provision.

• teachers across the school to ensure that Knowledge, Skills and Understanding (KSU) related to multilingualism are developed and embedded in all planning and learning design.

• where relevant, Learning or Language Assistants within the school, through mentoring and the identification of opportunities and activities to support their professional development.

• parents and carers, to ensure that the school’s approach to multilingualism is widely shared and embedded, while detailed understandings about individual students’ needs, profiles, progress and next steps are communicated openly and accessibly.

Skills, Qualifications and Experience

• A bachelor’s degree in education and/or a recognised, language-related postgraduate teaching qualification or equivalent.

• The proven ability to lead and collaborate within a team, supporting a positive and proactive school culture.

• The ability to differentiate and adapt effectively for students with a range of linguistic backgrounds, abilities and stages of development.

• The ability to use data points across the school to track progress and adapt programmes to develop highly personalised language learning pathways; and the skills to visualise and share this data with different stakeholders to drive improvements.

• A CEFR B2 level of proficiency in at least one additional language and/or the willingness to learn one.

ISP Commitment to Safeguarding Principles 

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.  

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.