Job Description: Assistant Principal for Performance and Arts
Reports to: Vice Principal
Start date: 1 September 2019
Location: Ark Globe Academy
Salary: Ark Leadership L11-L15
The Assistant Principal for Performance and Arts 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 Performance and Arts will be responsible for the profile of Music, Drama and the Arts putting measures in place to ensure as many students as possible are involved in the Arts but also actively nurturing and developing a group of elite performers, who take part in performances inside and outside the school.
As a member of the academy’s Senior Leadership Team, the Assistant Principal Performance and Arts will contribute towards the strategic development plan of the whole academy and will be expected to take on whole academy responsibilities and be a high profile presence and role model to staff and students alike.
- 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
- Co-ordinate school performances and plays throughout the academic year
- Nurture and develop talent in the Arts.
- 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
- 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
- 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
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
- Commitment to regular and on-going professional development and training to establish outstanding classroom practice.
- Implement and adhere to the academies behaviour management policy, ensuring the health and well-being of pupils is maintained at all times
- Maintain regular and productive communication with pupils, parents and careers, to report on progress, sanctions and rewards and all other communications.
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
- Establish systems for monitoring and evaluation of student progress within the faculty
- 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 academies’ values and ethos by contributing to the development and implementation of policies practices and procedures
- Help create a strong academy community, characterised by consistent, orderly behaviour and caring, respectful relationships
- Support and work in collaboration with colleagues and other professional in and beyond the academy, covering lessons and providing other support as required.
- 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 SLT Lead.
- To seek out exceptional practice from other institutions so that we continually develop our practice.
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.
Person Specification: Assistant Principal Performance and Arts
- 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
- 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 learn
- 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
- Effective team member and leader
- High expectations for accountability and consistency