Regional Head of Multilingualism

Description

Regional Head of Multilingualism

Role Profile

Purpose of Role

International Schools Partnership (ISP) is a dynamic, expanding, global group of international schools that prides itself in putting learners and their learning first. This is what makes us unique and is what we refer to as our Learning.First methodology.

The Regional Head of Multilingualism role is based at ISP Malaysia regional office. The role’s core purpose is to embed quality 3 Tier language provision and drive improvement in schools within the region through our quality assurance framework, the Multilingualism Roadmap, and by committing to continuous engagement with the Learning Improvement Process.

Working closely with the Regional Learning Director and the Group Head of Multilingualism, this individual directs and leads schools in the region to improve learning outcomes for all multilingual students, embedding best practice in provision for main languages of education (MLOEs), languages taught in school and learners’ home languages, or additional languages of learning (ALL).

About ISP Malaysia     

One of the leading education groups in Malaysia, ISP Malaysia operates Tenby Schools, Asia Pacific Schools and Straits International Schools. Our nine campuses are strategically located in the developed areas of Klang Valley in Selangor, Perak, Penang and Johor.

Our schools in Malaysia follow the international school curriculum comprising IGCSE and A-levels, starting at the kindergarten level, while five of the schools also offer the Malaysian National Curriculum. With over 8,000 students, we have a 60-year history of providing education to students in the country and have gained a reputation for excellence and high standards in education.

We champion a transformative approach to learning that goes beyond the classroom. By igniting our students' curiosity and growing their self-confidence, we empower them to become the next generation of changemakers.

ISP Malaysia is part of ISP, a global community of over 100 international schools across more than 20 countries.

Key Benefits

• A culture of engagement and trust, where staff contributions are recognised and valued.

• A passionate and motivated team of professionals who put children at the heart of decision-making.

• An embedded commitment to professional development and employee well-being.  

• Access to expertise, best practice sharing and learning opportunities across countries and cultures. 

• Competitive remuneration.

• Fee discount for children of employees.

• Medical outpatient and insurance benefits.

• Hybrid working arrangements, with work from home two days a week.

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. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety 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.

• Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

• Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

For more information visit  http://www.internationalschoolspartnership.com

Key Responsibilities

The candidate is responsible for driving the following ISP strategic goals for multilingualism in the region:

• Every student will develop CEFR B2 level proficiency in at least one additional world language (usually English), in parallel to their home and other languages.

• Every school's offer will include 3 Tier EAL provision so that all students can effectively access learning through development in the MLOE.

• Multilingualism is integral to all learning across the curriculum, and its relationship with Academic Achievement is fully understood as a shared idea by all stakeholders.

• Language teachers will be competent in designing learning to accelerate students’ language development and increase their confidence across the curriculum, whilst assessing the extent to which learning experiences are high, medium or low impact.

• The region will have an active Community of Practice, which regularly engages with a range of initiatives to drive improvement.

• Every year, the region’s alignment to the Multilingualism Roadmap will increase and develop a strategic vision, which identifies regional challenges and successes.

• Learning and teaching in schools will demonstrate an understanding of the unique needs and profiles of multilingual learners, demonstrated by gathering evidence of learning in real time and over time in Learning Visits. 

Reporting Line

The Regional Head of Multilingualism reports to the Regional Learning Director.

Skills, Qualifications and Experience

• Qualified Teacher Status.

• A minimum of 5 years’ experience of successful supervision and coordination of language teaching and learning in English medium or bilingual schools.

• Experience (school based or group based) of leading EAL/ML development.

• Experience and evidence of successfully leading change management, professional learning, and strategic planning.

• Knowledge of a range of curricula, such as the British National, Cambridge GCSE & A levels.

• Knowledge of external language proficiency qualifications such as GCSE, A Level, Cambridge, KET, PET, IELTS, TOEFL.

• Knowledge of key frameworks for assessing and monitoring language levels and progress CEFR, BELL, WIDA English Language Development framework.

• Evidence of engagement in action research projects, curricular development projects, conference presentations on language learning and multilingualism.

ISP Leadership Competencies

You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.

Cognitive

• Strategic, commercial and financial acumen

• Understands education sector and what drives success.

• Outcome-driven with strong a strong focus on results.

• Shares our ambition and goals and champions desired change.

• Delivers strategic outcomes by inspiring and motivating their team to work towards shared goals.

• Demonstrates financial understanding when making decisions and taking action.

• Keeps self and team organised and on track.

• Creative Problem Solver

• Tackles challenges in an organized and systematic way and finds solutions.

• Sees problems as opportunities to improve and better deliver against organisational priorities.

• Creates a safe environment within team to encourage innovation and problem-solving.

• Empowers team to apply creativity and flexibility to overcome challenges.

• Identifies risks and creates and implements mitigation plans.

Interpersonal

• Intentionally connects

• Supports, enables and inspires others to give their best.

• Takes time to understand their team and personalise individual experiences.

• A skilled identifier of talent who recognises the value of soft skills (emotional intelligence, drive, learnability etc.) as predictors of potential.

• Focuses on people development through coaching and mentoring, sharing their experiences and insight.

• Recognises and celebrates successes.

• Collaborative & Communicative

• Develops and shares our collective vision.

• Encourages collaboration and teamwork, making people feel like they are working and succeeding together.

• Open-minded; actively listening and seeking and welcoming feedback.

• Communicates honestly, transparently and with genuine care and empathy.

• Articulates thoughts and ideas clearly and adjusts how they communicate to the person or situation.

Self-Leadership

• Amazing learner

• Self-aware, humble and a good listener.

• Manages their own personal development, focusing on continuous learning and getting better.

• Is open about their own areas for development and encourages their team to be the same.

• Builds a team with complementary skillsets to support them in areas where they are not so naturally-suited.

• Curious; asks questions, explores and builds on ideas.

• Resilient

• Practices self-care and encourages their team to do the same.

• Uses inner strength when times are challenging or when working outside of their comfort zone.

• Understands their own qualities, skills, emotions and triggers and uses this understanding to remain composed and confident in uncertainty.

• Recovers positively from setbacks, using them as an opportunity.

Digital

• Technologically literate

• Digital collaborator, who works effectively with technical specialists.

• Stays up to date with the latest technology and trends and knows how these can be applied in their role.

• Demonstrates an adaptive techmindset, constantly evolving their understanding and application of what is possible using tech.

• Assesses the impact of new technologies for their role and the organisation.

• Digital data fluent

• Effectively interprets digital data and uses it in decision-making.

• Collects, shares and analyses evidence to demonstrate impact, make connections and set improvement targets.

• Connects data from different digital sources to design, develop and implement action.

• Simplifies complex digital data into clear and understandable information for different audiences.

• Uses a mix of digital data, experiences, instinct and context to make decisions.

Global

• Values-driven

• Role models the ISP Principles.

• Prioritises wellbeing, inclusion and belonging and is caring, considerate and supportive of their team.

• Demonstrates a multi-cultural mindset and respects the different values, behaviours, attitudes and practices across cultures.

• Seeks different perspectives and integrates diversity of thought from team.

• Sustainability-focused

• Considers the environmental and social impact of their decisions and finds ways to minimise these.

• Uses their passion and credibility to challenge ways of thinking.

• Advocates for policies and practices that support a more sustainable future.

• Identifies inefficiencies and wastefulness and prioritises productive and balanced use of resources.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.

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, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.