Reports to: Vice Principal
Start date: 1 September 2019
Location: Ark Globe Academy
Salary: Ark Leadership L11-L15
The Assistant Principal for Humanities will be accountable for standards and achievement of pupils within the faculty. This will involve the line management of Subject Leaders, including necessary support and monitoring, and ensuring high standards of teaching and learning in order to continue the drive to raise standards of attainment and ensure all students make excellent progress.
In addition, the Assistant Principal for Humanities will be responsible for the profile of History and Geography at KS3-5, RE at KS3 to 4 as well as Sociology and Politics at KS5. The Faculty has a track record of success with large numbers of students taking these subjects through to KS5. In 2018 78% of History GCSE students received a grade 4 or above whilst in RE 88% of students received a grade 4. 85% of students received a B grade or higher at KS5.
• Standards and achievement for all areas within the faculty
• Subject coordination across the academy
• Lead the professional community of subject leaders and teachers within the faculty, ensuring high standards of teaching and learning
• Curriculum setting and assessment for all areas within the faculty
• Quality teaching and learning of their subject specialism across the academy
• Providing opportunities for Humanities students to learn outside the classroom when relevant.
• Responsibility for an area across the academy depending on area of expertise or interest.
• To ensure that systems are in place that enable all lessons in their subject area to be good or better
Outcomes and Activities
Leadership of the Faculty Community
• Delivering professional development to teachers with the faculty, including inset training as may be appropriate
• Supervising and supporting beginner teachers and Newly Qualified Teachers (NQT’s) as appropriate
• Developing strong partnerships and ensuring regular and productive communication with parents.
• Holding staff to account for the progress made by students and the standards achieved
• Setting high expectations among all the staff in their faculty
• Ensure high standards of behaviour within the faculty, in line with the academy’s policy, in order that real learning is able to take place
• Have an oversight of the faculty budget(s).
Teaching and Learning
• Excellent classroom practitioner – ensures that their own classroom practice models best practice
• Effective and systematic behaviour management, with clear boundaries, sanctions, praise and reward
• Has good communication, planning and organisational skills
• Demonstrates resilience, motivation and commitment to driving up standards of achievement
• Acts as a role model to staff and pupils
• Commitment to regular and on-going professional development and training to establish outstanding classroom practice.
• Establish a subject development plan, target setting and review for their specialism subject
• Ensure that all subject development plans, target setting and review within the faculty are established
Curriculum setting and assessment
• Ensure that high quality syllabuses and schemes of learning for all year groups within the faculty, in line with National Curriculum requirements, that are inspiring for learners and teachers alike are developed and implemented
• Monitor and assess teaching and learning within your subject and faculty
• Set regular, measurable and significant assessments for the students
• Establish systems for monitoring and evaluation of student progress within the faculty
• Maintain accurate pupil data for their subject and faculty area
• Analyse student data within the faculty and use results to make teaching more effective and to implement appropriate interventions and programmes to target areas of concern
• To produce/contribute to oral and written assessments, reports and references relating to individual and groups of pupils.
• Support the academy's’ values and ethos by contributing to the development and implementation of policies practices and procedures
• Support the academys’ values and ethos by contributing to the development and implementation of policies practices and procedures
• To model the outstanding practice and to be observed as necessary so that staff can develop their own understanding of what good or better learning looks like.
• To work collaboratively and creatively with the teaching and learning coaching team and ALT Lead.
• To seek out exceptional practice from other institutions so that we continually develop our practice.
• Use your learning to develop new and effective approaches to teaching and learning across the Academy.
• Deliver high quality training and inset sessions to new staff (all levels).
Disseminating best practice based on educational research
• Identifying educational research to enhance existing practices.
• Co-ordinating the assessment and analysis of data and information and developing action planning.
• Co-ordinating the assessment strategies to address underachievement and reducing disaffection.
• Your appraisal targets will be directly linked to your impact on the people your coach and will be defined accordingly
• Your timetable allocation will be dependent on how many teachers you are coaching and the needs of the academy.
• You must continually demonstrate an unwavering commitment to the academy’s priorities and policies as modelled through your own actions and through your leadership of others
• Should your quality of teaching and learning not be sustained, this post will have to be re-considered accordingly.
• To undertake any other responsibilities as directed by the Principal.
Person Specification: Assistant Principal for Humanities
• Qualified to degree level and above
• Qualified to teach and work in the UK
• Evidence of professional development relevant to the Advanced Skills Teacher (now Lead Practitioner) standards.
• Experience of providing professional development to teachers, including coaching, mentoring and training
• Experience of designing and developing resources to support learning across different subject areas
• Experience of preparing and leading training sessions
• Demonstrable experience of significantly raising attainment in a challenging context
• Experience of reflecting on and improving teaching practice to increase student achievement
• Knowledge of the latest educational research, findings and best practices
• Excellent understanding of the OFSTED Framework and what constitutes effective teaching and learning
• Excellent knowledge of the National Curriculum for KS3, KS4 and ideally KS5 and a solid grounding in the assessment processes used to support planning and raise student attainment across these Key Stages
• Understanding of the strategies needed to establish consistently high aspirations and standards of results and behaviour.