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Deputy Head of Secondary

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Reach British School
Abu Dhabi, United Arab Emirates
Date Added: Feb 28, 2023

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ISP Deputy Head of Secondary 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.


ISP Principles

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.



Job Role:

To provide effective leadership and line management of middle leaders and teaching staff in line with the school’s vision, drivers and values and in support of the school’s continuous quality assurance cycle of self-evaluation and school development planning.

Department:  Secondary

Reports To (title): Head of Secondary


Communication & Working Relationships

Internal Staff / Students

External Parents


Main Responsibilities:

Common Leadership Responsibilities – All Deputy Heads

  1. Admissions: Lead by example by supporting the school’s admissions process with prospective family tours and through all aspects of the customer journey including but not limited to entrance and baselines assessments. Attend all school open days as required. Follow up directly with all leaving parents and take proactive action wherever possible to retain students without creating undue or unjustifiable differences of practice with families.
  2. AMAR: Lead and manage all aspects of Quality Assurance as determined by the school’s Academic Monitoring Assessment and Reporting (AMAR) Policy.
  3. Appraisal: Manage appraisal of staff supported by appropriate evidence including but not limited to lessons observations (formal and informal; announced and unannounced drop ins as per policy) and all related aspects of AMAR.
  4. Duty Rota: Ensure, where appropriate, that a clear and fair staff duty rota is consistently implemented and systematically monitored and reviewed for continuous improvement to ensure the safety of all children at all times.
  5. Feedback: Ensure all staff provide systematic and meaningful feedback to students in line with the school’s feedback policy.
  6. Induction: Form Tutor / Class Teacher induction including oversight of all systems, procedures and staff handbook. 
  7. ISP: Be available for and work closely and as required with ISP’s Director of Learning to further ensure the continuous updating and development of all pedagogical practice in line with best practice and ISP expectations
  8. Leadership: Provide effective leadership to year and curriculum leads.
  9. Learning environment: Ensure consistently high standards of displays that are conducive to inspiring and always supporting learning in line with the school’s display policy.
  10. Line Management (LMMs): Chair effective and regular team meetings and provide individual line management of staff as required.
  11. Marketing: Ensure ongoing photos and video clips involving the department are captured and shared via the school’s social media platform on a regular and systematic basis.
  12. Parental Complaints: Ensure to assist the Head of School and Principal with any parental complaints within the designated scope/year group of the AP role and, with the guidance of CLT, as maybe required by ADEK.
  13. Parent Engagement: Ensure that all meetings, events and decision making considers how parents can be further and positively engaged with the school through, but not limited to, home-school meetings and communications, weekly class and regular whole school newsletters, workshops, online communication through the school’s Management Information System (MIS) and parental portal, parent and family opening days, evenings and student progress Meetings
  14. Planning: Ensure continuous curriculum improvement and learning progression (transition).
  15. Policies: Ensure the department is fully compliant with all policies and procedures and especially those directly relating to teaching and learning to include but not limited to e.g. Behaviour; Safeguarding, T&L, Assessment and Reporting and HW.
  16. Recruitment: Ensure the timely support of all stages of the school’s recruitment needs including interviewing, selection. onboarding and induction of new staff.
  17. Reporting: Lead and ensure high levels of quality, consistency including personalisation and accuracy with reporting to parents.
  18. Safeguarding: Ensure all SG procedures and reporting are compliant with school, ISP and ADEK policy to ensure childrens’ safety is always the highest priority.
  19. SDP and SEF (Quality Assurance): Lead and contribute as required to whole school self-evaluation process in order to inform the whole school and departmental development plans
  20. Sharing best practice: Ensure the systematic promotion of sharing of best practice to raise the level of teaching and learning of all to ‘at least’ that of ‘good’.
  21. Staff wellbeing & voice: Ensure staff wellbeing and voice is respected and promoted at every opportunity by embedding an open door culture based on “support and challenge” for all staff, identifying opportunities for staff to collaborate and share ideas in an open, supportive and respectful manner.
  22. Training: Ensure systematic and on point training for staff to ensure the continuous improvement of teaching and learning.

Trips & visits: Oversee the effective and efficient organisation of educational trips and visits that enhance the learning experience for students.


Common Teaching and Learning Responsibilities – all Deputy Heads

  1. Plan and deliver teaching and learning activities in line with the school’s curriculum and planning (LTPs, MTPs and STPs) and to maximise student engagement, learning and progress.
  2. Ensure learning objectives are appropriate and always understood by students.
  3. Provide clear structure for lessons, maintaining good pace and challenge throughout.
  4. Ensure students have Minimum Target Grades (MTGs) and Aspirational Target Grades (ATGs)
  5. Motivate and challenge all students through effective differentiation for groups and individuals.
  6. Ensure there are opportunities for independent and collaborative learning.
  7. Ensure appropriate and engaging opportunities for learning through homework.
  8. Ensure there are opportunities for peer and self-assessment to support learning.
  9. Ensure effective behaviour and resource management.
  10. Use a variety of teaching strategies to personalise learning to maximise student motivation.
  11. Set and model high expectations at all times.
  12. Ensure positive behaviour management in line with school policy.
  13. Adapt lesson plans to meet the needs of all students including those with SEN or EAL needs.
  14. Ensure students know and understand key terminology at the start of all lessons.
  15. Adapt learning activities to support students’ SMSC needs and be reflective of the school’s focus on STEM and enterprise pathways.
  16. Establish a safe, supportive, attractive and stimulating learning environment.


AMAR: Academic Monitoring, Assessment and Reporting

  1. Ensure effective use of assessment to assess the extent to which learning objectives have been met and how planning can be improved to further enhance learning.
  2. Provide students with systematic, meaningful and personalised feedback on their learning.
  3. Provide personalised reports fully in line with the school’s Assessment and Reporting Policy.


Specific Responsibilities – Deputy Head – TLW (Teaching, Learning & Wellbeing)

  1. Line Management: Line management of the year leaders, school counsellors, careers leaders and ECA/ILOS coordinators and pastoral teams.
  2. Assemblies: Ensure the timely production of assembly schedules, based on the school’s agreed values and drivers support and maximise the school’s aims to promote student voice and parental engagement.
  3. Behaviour & Rewards Policy: Ensure the school’s commitment to embed a culture of positive relationships based around the school’s vision, values and drivers, as reflected in the school’s behaviour policy and House System and implemented and promoted at all times.
  4. ECAs and ILOS: Ensure the design and provision of a safe, engaging and age appropriate ECAs for RBS children/students based around ISP’s core ILOS programs (international learning opportunities for students)
  5. ECTs: Ensure effective development of ECTs through effective mentoring, sharing best teaching and learning practice through a programme of lesson observations, weekly team meetings and the timely completion of all administrative requirements and reports as required for the school’s external ECT provider
  6. House System: Ensure the continuous development of a strong House System that encourages the vertical integration of students through a systemic calendar of inter house events and competitions including, but not limited to, football, chess, music, debating, swimming, volleyball, sports day, other events and further supported by the school’s behaviour and rewards policy.
  7. Resources & Procurement: Support the Head of School in producing a robust and systematic review of resources through staff collaboration and consultation to ensure resource needs are planned for and communicated to CLT in a timely manner.
  8. Staff Development: Ensure the continuous professional development of Year Leaders and, in turn, class teachers in line with the school’s Appraisal Policy, CPD Policy and school’s priorities as identified in the School’s Development Plan
  9. Student Voice (Council & Prefects): Ensure a wide range of opportunities that promote student voice including, but not limited to, ECAs, curriculum planning and delivery, student council, school trips, school culture and policy development, rewards, staff recruitment and appraisal.
  10. Transition: Ensure regular liaison with peer Deputy Heads through calendared and informal meetings throughout the year ensures students are well prepared, feel motivated and excited for the next stage of their education in line with the school’s whole school objectives and vision.
  11. Departmental Meetings and CPD (Pastoral): Ensure the timely production, continuous revision and implementation of year leader meetings and CPD schedule reflective of staff needs and informed by whole school priorities
  12. Safeguarding: To be the Designated Safeguarding Leader or Deputy Designated Safeguarding Lead (depending on experience and suitability) for matters relating to child protection and student welfare.


Specific Responsibilities – Deputy Head (Academic)

  1. Line Management: Line management of the heads of department, ECT and NPQ(LT) candidates and academic teams.
  2. Curriculum: Ensure that a cohesive and consistent curriculum is in place that meets the requirements of the students from both a local and international perspective and ensure that all Heads of Department and academic staff have relevant curriculum documents and resources.
  3. Future Pathways/Career Guidance: Ensure a robust and career guidance program, including the effective use of the school’s career program (Unifrog) is calendared and regularly shared in a timely manner with students, form tutors and parents.
  4. PSHE/Global perspectives: Ensure the school’s commitment to a broad curriculum, pastoral and safeguarding priorities are supported through a highly effective program of PSHE/Global perspectives during pastoral lessons.
  5. Data Management: Ensure effective and ongoing oversight and management of the school’s internal and external data tracking, stories and reporting in conjunction with the Deputy Head (Data and Systems) and lead on the CPD of staff members on the effective implementation of such data in their teaching and learning.
  6. Duty Rota: Ensure, where appropriate, that a clear and fair staff duty rota is consistently implemented and systematically monitored and reviewed for continuous improvement to ensure the safety of all children at all times.
  7. Premises & Learning Environment: Ensure the overall continuous maintenance and development of the school’s learning environment including classrooms and shared corridor and other spaces in line with the school’s vision, driver and values and in order to maximise student motivation
  8. Resources & Procurement: Support the Head of School in producing a robust and systematic review of resources through staff collaboration and consultation to ensure resource needs are planned for and communicated to CLT in a timely manner.
  9. Departmental Meetings and CPD (Curriculum): Ensure the timely production, continuous revision and implementation of departmental meetings and CPD schedule reflective of staff needs and informed by whole school priorities
  10. Educational Visits: Ensure the timely planning and communication of engaging academic, behaviour and reward orientated visits for all students by ensuring the school's calendar, transport arrangements, parental information including any costs, and most importantly, careful and bespoke risk assessments are carried out without exception.
  11. Year 9 Options: Ensure a robust year 9 options process including excellent communication with students, form tutors and parents is implemented in the lead up to year 9 (through presentations and meetings with Year 6, 7 and 8 students and parents) in order to maximise student engagement and retention.
  12. HW Policy and Schedule: Ensure the timely publication of a balanced HW schedule in line with the school’s HW policy is consistently implemented, without any exceptions, for all year groups through the careful and systematic monitoring and evaluation of HW on a weekly basis.

Cover: Ensure that a transparent and equitable cover rota and allocation is consistently implemented across the school so that effective learning can continue at all times.


Knowledge & Skills

Minimum Educational Qualifications Required for the Role

●       Bachelor’s in relevant discipline 

●       Teacher certification 

Minimum Years of Experience Required

●       5 years’ experience in education

●       2 years’ experience in a Middle Leadership position

●       Experience as an overseas educator in a preferably inclusive international setting, well versed and current in a British curriculum

Language Skills

●       Strong command of English is essential

Special Skills and Abilities

●       A leader of teaching and learning and an ability to work collaboratively in a team

●       Strong organisational and technology skills 

●       Excellent oral and written communications skills 








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