ISP Assistant Head of Elementary Role Profile
ISP is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. All shortlisted candidates and post holders are subject to appropriate International Criminal and Child Protection Background Checks or equivalent, covering the previous 10 years of employment history. ISP recruit teachers in several ways including direct application to the school and through international teacher recruitment agencies and organizations.
The International Schools Partnership (ISP) is a growing group of international schools which believes in amazing learning and is committed to getting better all the time.
GROWING LEARNING, GROWING SCHOOLS embodies our journey and is what binds us together. We are developing schools for 2-18 year olds with learning at the heart of each school and helping our children and students learn to levels that amaze them. At the same time, we are listening to our parents and students to broaden the appeal of our schools, with the aim of each one becoming the school of choice in its local area over time. We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that are able to forge successful careers and lives in a rapidly changing world.
We are a truly international group working in different cultures and speaking different languages. We work across countries and cultures, too, by working with each other and with other schools and communities. Our schools are located in the UK, the USA, Canada, Spain, Chile, Costa Rica, the United Arab Emirates, Qatar, Malaysia and Mexico. We are constantly enhancing our existing group of schools with new ones including those we develop ourselves, and new schools that want to join our partnership.
We put learners and learning first. Learning is affected by both internal factors (such as emotions, motivation and general health and wellbeing) and external factors (such as environment, curriculum and relationships). The external factor that has the most significant impact on our students’ learning is the teacher.
At ISP, everyone is a learner. So as one of our teachers, you are also a learner. Together, we will embark on an ongoing process of exploring, expanding and evolving your practice in ways that directly impact and improve student learning.
Learner (ISP definition)
Everyone at ISP is a learner. The ISP learner recognizes that their mindset, experiences, and actions drive their learning outcomes. With this awareness, they exercise voice, choice, and ownership over their process of learning - leading their learning and the learning of others.
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Well-being and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
ISP Leadership Competencies
You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.
- Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.
- Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.
- Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.
- Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.
- Can deal with setbacks and challenges calmly and effectively.
- Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.
- Integrity & Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles.
ISP Teaching Role Profile
- You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident to have open and honest conversations about their learning and how they can get better. You create a positive atmosphere by building relationships, behaviors, and inclusive learning experiences that support a good struggle for all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.
- Shared Ideas. You know and model your school’s values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviors and purpose for learners and their learning.
- A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities,
- Learning and Teaching. You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalized needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking action to further improve learning and teaching.
- Evidence of Learning. You gather, document and analyses evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students’ learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: “What are my students learning?” and “How do I know?”.
- Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.
- Learning Spaces. You create and use spaces to support and demonstrate the school’s shared ideas about learners and learning and the ways in which students are getting better. You ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their development.
- In Partnership with Parents and Carers. You work in partnership with parents and carers, communicating with them regularly about their child’s learning, inviting their feedback and using this feedback to improve learning. You help parents and carers understand the school’s shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school’s learning community.
- Improvement Planning. You are committed to learning and getting better and ensure this improvement happens strategically and effectively. You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving learning and gathering evidence to demonstrate these. You contribute to department and school learning improvement planning where possible and view the school’s learning improvement plan as the central focus for getting better together.
Job Role: Assistant Head of Elementary-Early Years
Line Manager: Head of Elementary
The Assistant Head of Elementary will provide professional, highly effective leadership and management that will achieve outstanding results within the Elementary school (inclusive of Early Years). The Assistant Head of Elementary will support, develop and empower the Elementary Phase, including Year Group Leaders, Teachers, Parents and Students. Under the direction of the Head of Elementary, the Assistant Head of Elementary will take a crucial role supporting curriculum development, teaching and assessment practices and student achievement. The Assistant Head of Elementary will be a proactive member of the Leadership Team, supporting Hamilton to be the school of choice for families in Doha.
Key Duties and Areas of Responsibility
- 50% teaching commitment: Cover release time for Year Group Leaders from Pre KG (Nursery) - to Grade 1 (Year 2). They will not be directly responsible for their own class
- 50% non-teaching commitment: Carry out Leadership and Management responsibilities contained within the job description with a specific focus on Early Years
- With the support of the Head of Primary, the Assistant Head of Elementary will support with the day-to-day management of the Elementary phase and to administer and supervise systems and routines to ensure the efficient operation of this section of the school
- To ensure that the operation of the Elementary phase reflects the whole school’s philosophy and to ensure that the school’s mission is implemented
- To support (and at times lead) data analysis, pupil progress, assessment, tracking and reporting within the Elementary Phase
- To support the production of a timetable which reflects the needs of the students, and which takes account of staff strengths, skills and reasonable requests in the Primary School, and which articulates with the timetables in the other sections of the school
- To maintain an overview of the curriculum and keep up to date with any curriculum changes.
- To provide professional leadership for the Elementary phase, ensuring the highest possible quality of education for students
- To promote a positive and professional learning culture, inclusive of staff wellbeing
- To support the continuous growth of a school which opened in August 2019, building on the excellent reputation it has established within Qatar
- Carry out the DDSL role (Designated Deputy Safeguarding Lead) within Elementary
- Ensure the Elementary phase complies with MOEHE regulations
- Contribute to the development and implementation of strategic action plans, policies and whole school documentation
- Undertaking teaching duties as required by the Head of Primary (minimum 50%).
- Support cover arrangement for absent Primary teachers within the Phase
- Be an excellent teaching role model, implementing practices successfully and consistently
- Keep up to date with national and international developments in all curriculum areas, and with advances in teaching practice and methodology
- Monitor and respond to all curriculum initiatives at international and local levels
- Oversight of the Elementary School’s curriculum policies and their implementation, including updating and introducing new curriculum initiatives
- Maintenance of curriculum mapping within the Primary School
- Ensuring the regular reporting processes are adhered.
- Play a key role in whole school accreditation for the Elementary Phase, including IPC and IEYC
- Support the provision of effective orientation and induction for new Elementary School staff
- Provision of professional and personal support and direction to Elementary School staff in order to maximize the effective carrying out of their duties
- Provision of timely advice to the Principal in matters pertaining to staff movement and deployment, and assistance in the recruitment of Elementary School staff
- Ensuring the Elementary School staff are given access to appropriate professional development.
- Maintaining open communication with staff through staff notices, and daily briefings
- Maintaining open communication in order to keep the Principal well informed about Elementary School matters
- Support staff, and provide advice, in their interaction with parents
- Ensure the quality of school reports and other written documentation sent home from the Elementary is of a premium standard
- Support Elementary School admissions in conjunction with the Admissions Team
- Active development and fostering of positive relationships with students
- Responsibility for morale and discipline standards within the Elementary Phase
- Responsibility for health and safety of Elementary School students, staff and visitors to this section of the school
- Oversight of the Elementary curriculum, inclusive of the IEYC and IPC, and to work in conjunction with Subject Coordinators / Teams and Year Leaders to ensure successful teaching and learning is in place
Primary School Profile
- Contribute to regular parent newsletters regarding Elementary School matters
- Assist in raising the profile of the Elementary Phase and the whole school within the community
- Ensuring that parental interest and participation in Elementary is encouraged and that regular parent/teacher meetings occur
- Maintaining a visible, approachable and welcoming profile for parents, and in particular, to those directly associated with the Early Years Phase
- Support the development of school timetables and rotas for the Elementary school
Health and Safety
- Emphasizes the importance of safety in all areas of the curriculum, communicating to the pupils the importance of a responsible attitude towards personal safety, the safety of others and respect for The Hamilton International School’s property and equipment
- Perform playground duties on time and with due diligence to safeguard Hamilton students
- Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities
- Assist in implementing all policies and rules governing student life and conduct
- Ensure that, all the necessary health and safety rules and procedures are being followed
- Maintain an awareness of all the health and safety measures to be taken when in school
Other duties and responsibilities
Any other duties that the Principal may from time to time ask the post-holder to perform
Skills, Qualifications and Experience
- Bachelor’s Degree in teaching from an accredited institution
- Required teaching certification for Qatar MOEHE
- Senior leadership experience
- Meet professional teacher education requirements of school
- Child Care and Protection
Experience: Minimum 2 years’ school management/leadership in a similar setting
Language: English is mandatory
Required Skills and Knowledge
- In-depth knowledge and understanding of School curriculum (English National Curriculum – Primary) and associated assessment methods
- Up to date curriculum developments
- Application of effective teaching and learning theory and practice of providing effectively for the individual needs of all children (e.g. classroom organisation and learning strategies)
- Proven leadership and management skills
- A senior management background in primary education
- A leader of teaching and learning and a key person in the senior leadership team
- Experienced curriculum and team leader
- Budget management experience
- The ability to develop good personal relationships within a team
- An effective and experienced communicator (written and verbal) to a variety of audiences
- High level of IT competency
- Passionate about delivering quality education
- Able to command respect of pupils, colleagues and parents
- Organised with proven ability to meet deadlines
- Driven by wanting to improve quality and develop the school
- Reliable with an attention to detail and a commitment to quality
- An innovator with a willingness to embrace change
Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified. Employees will be expected to comply with any reasonable request from a manager to undertake work that is not specified in this job description. Employees are expected to be courteous to colleagues and provide a welcoming environment to visitors and telephone callers.
The school will endeavor to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition. This job description is current at the date shown, but, in consultation with you, may be changed by the Principal to reflect or anticipate changes in the job commensurate with the grade and job title.
As a member of the staff of THIS you will need to comply with the below:
- Compliance with the school's Vision, Mission and Policies
- Positive Professional Relationship with all staff members are maintained.
- Contact with students is on a strictly professional basis with the physical and emotional safety of students being of paramount importance.
- The hours of work as arranged with the principal are strictly followed.
- This position entails working with information, much of which is held in confidence. Under no circumstances is this confidentiality to be compromised.
ISP is committed to safeguarding and promoting the welfare of students and expects all staff to share this commitment. Successful applicants will have to provide Criminal Background Checks for any country you have permanently lived and or worked in over the last ten years.
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 and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.