Deputy Head- Curriculum and standards
Mulberry Academy Woodside
Haringey
- £75,345 - £81,461 per year
- Expired
- Salary:
- L20 - L24
- Job type:
- Full Time, Permanent
- Start date:
- 1st September 2021
- Apply by:
- 4 May 2021
Job overview
Full Time, Permanent
White Hart Lane, Haringey
Woodside High School, is an Ofsted outstanding single Academy Trust, mixed 11-16 comprehensive school in east Haringey, where every student is valued and treated as an individual. The school has circa 1200 students and serves a truly multi-cultural community. It is a school where students, staff, parent’s and carers champion our core values and commitment to equality and diversity.
Students have access to outstanding opportunities that extend their learning far beyond the classroom, helping them to have a fully rounded, exciting learning experience. Woodside’s aim is that all students should leave the school as highly qualified, confident and articulate young adults.
We are seeking to appoint Deputy Head responsible for Curriculum and Standards who will be instrumental in the strategic leadership, management and further development of our Curriculum provision. You will support the Head Teacher in building the Academy’s reputation for innovation and inclusivity and a truly exceptional place to learn and work. The candidate we appoint will be able to demonstrate successful experience of being able to lead and inspire both staff and students to achieve the highest aspirations and have a passion for learning and scholarship.
This is also a school where the development and support of staff is a priority. There is a strong culture of reflection, benchmarking and continuous professional development, ensuring that it is a professionally stimulating environment in which to work.
Applications from senior leaders who are enthused by our values and ethos and who will celebrate the richness of our diverse school community are encouraged.
Woodside High strives to be an equal opportunities employer and is committed to diversity amongst its staff. The school therefore encourages and welcomes applications from people of minority ethnic origin and people with disabilities, as well as candidates from other groups. We will make any reasonable adjustments for disabled people to enable equal access to the recruitment process and on-going employment.
If you are interested in an applying please complete the attached application form and include a supporting statement of no more than two sides of A4 outlining how your experience, knowledge, skills and abilities equip you for the post and how they meet the requirements of the Personal Specification. Please address these to Lynne Hardcastle, Interim Co-Headteacher.
To arrange a visit or a conversation about this opportunity, please contact…
Please send applications to: HR@woodsidehighschool.co.uk
Closing date: 4th May 2021
Supporting documents to be attached
JOB DESCRIPTION
Deputy Head Teacher
Level / Salary Range
L20 – L24
Position Type
Full Time Permanent
Department: Whole School
Core Purpose:
To provide professional leadership of Woodside High School, secure our continued success and development, and ensure high quality education for all students. To be responsible for the management of specific whole school developments and in conjunction with the Head Teacher, the management of all the staff and the general organisation of the school. To carry out ad hoc duties delegated by the Head Teacher.
To be responsible for promoting the safety of our students and safeguarding the welfare of children and young people within the School. The job description should be read in conjunction with the Core Standards for all leaders.
Main Responsibilities
• Curriculum and standards; to include the leadership of our whole school Curriculum provision
• To ensure high standards of academic achievement which ensures all students receive a first-class education
• To lead improvement and development of Curriculum intent and implementation on the basis of evidence and knowledge about effective practice, and promote a strong culture of continuous professional development for staff
• To promote a successful learning culture that will enable students to become effective, enthusiastic, independent learners committed to lifelong learning.
• To agree challenging targets for achievement ensuring that these are reviewed against the school improvement plan and evaluated in line with what makes impact
• To lead whole school data and assessment procedures and quality assurance
• To ensure that underachieving departments, teams or individual staff are supported appropriately
• To interpret data, including IDSR, use of school data systems and translate this into priorities for school improvement
• To ensure strategic timetabling of the Curriculum
• To use ICT competently and effectively and a willingness to develop this further both at an individual and at whole school level.
General Responsibilities
• Following our school values to help lead the school as a successful and inclusive learning community that ensures all students are developed to their full potential.
• To work with the Head Teacher to develop a strategic view for the development of the school. Leading by example, providing vision and the motivation for staff and students.
• To contribute to staff appraisal
• To ensure that the management, finance, organisation and administration of the school supports its vision and aims, ensuring that policies and procedures operate effectively. To contribute to an effective partnership with the local community.
• General Management and Team Responsibilities as delegated by the Head Teacher. This will include the Line Management of a number of staff in various departments and year groups.
• To line manage departments and senior staff as directed by the Principal
Teaching
• To meet all the educational requirements specified within the learning area or adopted by the School, and comply with relevant frameworks and guidance which set out the professional duties, responsibilities and standards of teachers (eg: Teachers Standards).
• To plan and teach lessons and sequences of lessons to classes they are assigned to teach, within the context of the School’s plans, curriculum and schemes of work.
• To be aware of the students’ knowledge and capabilities and be accountable for their attainment, progress and outcomes.
This job description is not necessarily a comprehensive definition of the post or statement of procedures and tasks, but sets out the main expectations of the post holder’s professional responsibilities and duties. It will be subject to review and it may be subject to modification or amendment.
Attached documents
About Mulberry Academy Woodside
- Mulberry Academy Woodside
- White Hart Lane, Wood Green
- London
- N22 5QJ
- United Kingdom
Mulberry Academy Woodside
Mulberry Academy Woodside is a good, mixed 11-16 comprehensive school, serving a truly multi-cultural community, where every student is valued and treated as an individual. Mulberry Woodside is a school where young people’s talents and abilities are nurtured and where they can develop their ambitions. Our aim is that all students should leave the school as highly qualified, confident and articulate young adults.
At Mulberry Academy Woodside we believe that outstanding teaching and learning is underpinned by a key core value and commitment to equality and diversity. Equal access of opportunity is a priority at Woodside, as is ensuring that all members of our community have a deeply enriching and supportive experience throughout their time at Woodside so that they can thrive. Therefore, we invest develop and nurture all our staff.
Our Shared Values
Our values are at the heart of everything that we do. Every member of Woodside’s community is expected to uphold and support our shared values.
We will:
- believe in ourselves, try our best and have pride in everything that we do
- encourage and support each other at all times
- be polite and respect people for who they are, embrace diversity and celebrate our differences
As a member of staff at Mulberry Academy Woodside, you will benefit from:
- The full support of an experienced Senior Leadership team
- An established Career development Programme
- Teacher training to gain QTS
- Outstanding facilities including a Sports Centre with a fully equipped fitness suite
- A location within a vibrant London Borough, with excellent transport links
- A competitive salary with inner-London weighting and pension scheme
- A diverse and friendly student and staff body
- Free breakfast during term time
- Staff loyalty annual bonus scheme
- Staff wellbeing week twice a year
- Free lunch for all staff undertaking a duty
- Cycle to work scheme that allows you to get a new bike, clothing or accessories
- Free eye and eyesight tests and a choice of modern frames or lenses
- Discount/cashback scheme that offers huge savings on purchases (including grocery shops), eating out, entertainment and more
- Confidential 24/7 counselling support service for practical advice (including legal) or emotional support with either work or personal issues
- Access to season ticket loans
- Sabbatical scheme
- Range of training opportunities
Staff Professional Development
At Mulberry Academy Woodside, we take staff development seriously, as it is fundamental in providing the students with the best possible education and the most equitable class room experience. Teach First and Newly Qualified Teachers (NQTs) along with all staff new to Woodside are provided with weekly training to develop excellence and ensure high standards.
We are dedicated to developing staff leadership both inside the classroom, through incremental coaching, and outside the classroom through a comprehensive CPD programme and a vast array of leadership opportunities.
Furthermore, all teachers participate in regular professional development through a programme of INSET days and Twilight training sessions throughout the year.
Instructional Coaching: Steplab
Instructional coaching involves one teacher working with another teacher, to help them take small, personalised steps to improve their practice. Instructional coaches help their teachers to get better by doing two things on a regular basis:
- Identifying an area for improvement, usually based on a short observation.
- Providing teachers with opportunities to rehearse, get feedback, and make a habit of their improvement.
In the observation phase, the instructional coach will often drop in to the teacher’s lesson for about 15 minutes. This is a chance to see how their teacher is getting on and identify the next best small step for them to work on. Instructional coaching observations are about developing teachers, not judging them.
In the feedback phase, the instructional coach and the teacher get together for a structured meeting lasting about 30 minutes. During this time, the instructional coach leads the teacher through 3 activities designed to help them to improve:
- Providing the teacher with praise on any progress they have made.
- Agreeing the next best step for them to work on, before modelling the step to help the teacher develop an understanding of ‘what good looks like’.
- Helping the teacher to plan and rehearse their step, just as they’ll use it in their classroom.
Coaching works best when we focus on small changes. Steps work best when they accumulate over time to help teachers achieve a bigger teaching goal.
During rehearsal, teachers typically try out their step multiple times, with the coach giving balanced feedback between each round. Rehearsal in this low-stakes environment allows teachers to focus all their attention on improving, so they can begin to master their step before taking it to the demanding environment of the classroom.
The instructional coach then works in some time to observe the teacher using their step, and the cycle starts again. Please refer to the attached Instructional Coaching model.
Safeguarding
We are committed to the safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. We reserve the right to do online and social media checks. The successful applicant will be subject to an enhanced DBS check, and must have the right to work in the UK.
Diversity
We want the best staff and we know that means a diverse staff in our Trust.
Mulberry Schools Trust are dedicated to equality and valuing diversity and are committed to being an equal opportunities employer and actively encourage people from a wide variety of backgrounds, experience and skills to join us and influence and develop our working practice. We particularly encourage applications from Black and global majority people, and candidates who are disabled. All candidates who are disabled and who demonstrate that they meet the shortlisting criteria will be invited for an interview, in line with the Equality Act 2010.
We welcome applicants to inform us if you need any particular adjustments, arrangements or access needs as part of the recruitment process. We are also able to provide a large font print job pack, BSL interpreters, and can arrange for audio versions of our job pack on request. We will also accommodate alternative application methods should they be requested.
The Trust is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. The successful candidate will require a satisfactory Enhanced DBS clearance and will be a condition of your employment with us. Candidates who are selected for interview will be informed following the shortlisting process and full details of the interview will be provided in advance. We will seek references on all shortlisted candidates and may approach previous employers for information to verify experience or qualifications before interview. Any relevant issues arising from references will be taken up at interview.
We welcome your application.
Staff Wellbeing
Wellbeing is an important priority at Mulberry Academy Woodside. It is a core value that staff feel supported and valued. Prioritising wellbeing is critical to the success and ethos of our school. Wellbeing takes different forms for every individual, so Woodside’s wellbeing strategy takes that into consideration. The wellbeing offer is varied and diverse, and is for everyone to take up as and when they feel they need it. For more information about our work on staff wellbeing and its impact, please see our latest report.
Ofsted Report: Good
https://www.mulberrywoodside.org/wp-content/uploads/2023/02/OFSTED_Report_-_2022.pdf
https://www.mulberrywoodside.org/the-school/ofsted-report/#:~:text=Please%20click%20here%20to%20read%20our%20previous%C2%A0full%20Ofsted%20Report%C2%A0(Jan%2C%202014).
Address:
Mulberry Academy Woodside
White Hart Lane
Wood Green
London
N22 5QJ
Tel: 020 8889 6761 (switchboard)
London Underground: The nearest station is Wood Green
National Rail: The nearest station is Alexandra Palace
Bus: The buses that stop closest to the school are the W4 and W3
Mulberry Academy Woodside is situated in the London Borough of Haringey in North London. The London Borough was created in 1965 by the amalgamation of three former boroughs. It shares borders with six other London boroughs. Clockwise from the north, they are: Enfield, Waltham Forest, Hackney, Islington, Camden and Barnet.
Please note that you are wholly responsible for fact checking in respect of the information provided by schools. Please also check for the latest visa and work permit requirements that may apply. Tes is not responsible for the content of advertisements or the policies adopted by advertising schools. Tes asks that all schools follow Tes' Fair Recruitment Policy.