Description

ISP Teacher 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\xe2\x80\x99 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.
ISP Teacher Role Profile

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  Atmosphere. 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.

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  Shared Ideas. You know and model your school\xe2\x80\x99s 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.

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  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.

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  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\xe2\x80\x99 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: \xe2\x80\x9cWhat are my students learning?\xe2\x80\x9d and \xe2\x80\x9cHow do I know?\xe2\x80\x9d.

• 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\xe2\x80\x99s 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\xe2\x80\x99s learning, inviting their feedback and using this feedback to improve learning. You help parents and carers understand the school\xe2\x80\x99s 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\xe2\x80\x99s learning community.

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  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\xe2\x80\x99s learning improvement plan as the central focus for getting better together.

Job Role:
To provide effective leadership and line management of middle leaders and teaching staff in line with the school\xe2\x80\x99s vision, drivers and values and in support of the school\xe2\x80\x99s 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 \xe2\x80\x93 All Deputy Heads

• Admissions: Lead by example by supporting the school\xe2\x80\x99s 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.
• AMAR: Lead and manage all aspects of Quality Assurance as determined by the school\xe2\x80\x99s Academic Monitoring Assessment and Reporting (AMAR) Policy.
• 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.
• 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.
• Feedback: Ensure all staff provide systematic and meaningful feedback to students in line with the school\xe2\x80\x99s feedback policy.
• Induction: Form Tutor / Class Teacher induction including oversight of all systems, procedures and staff handbook.
• ISP: Be available for and work closely and as required with ISP\xe2\x80\x99s Director of Learning to further ensure the continuous updating and development of all pedagogical practice in line with best practice and ISP expectations
• Leadership: Provide effective leadership to year and curriculum leads.
• Learning environment: Ensure consistently high standards of displays that are conducive to inspiring and always supporting learning in line with the school\xe2\x80\x99s display policy.
• Line Management (LMMs): Chair effective and regular team meetings and provide individual line management of staff as required.
• Marketing: Ensure ongoing photos and video clips involving the department are captured and shared via the school\xe2\x80\x99s social media platform on a regular and systematic basis.
• 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.
• 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\xe2\x80\x99s Management Information System (MIS) and parental portal, parent and family opening days, evenings and student progress Meetings
• Planning: Ensure continuous curriculum improvement and learning progression (transition).
• 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.
• Recruitment: Ensure the timely support of all stages of the school\xe2\x80\x99s recruitment needs including interviewing, selection. onboarding and induction of new staff.
• Reporting: Lead and ensure high levels of quality, consistency including personalisation and accuracy with reporting to parents.
• Safeguarding: Ensure all SG procedures and reporting are compliant with school, ISP and ADEK policy to ensure childrens\xe2\x80\x99 safety is always the highest priority.
• 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
• Sharing best practice: Ensure the systematic promotion of sharing of best practice to raise the level of teaching and learning of all to \xe2\x80\x98at least\xe2\x80\x99 that of \xe2\x80\x98good\xe2\x80\x99.
• Staff wellbeing & voice: Ensure staff wellbeing and voice is respected and promoted at every opportunity by embedding an open door culture based on \xe2\x80\x9csupport and challenge\xe2\x80\x9d for all staff, identifying opportunities for staff to collaborate and share ideas in an open, supportive and respectful manner.
• 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 \xe2\x80\x93 all Deputy Heads

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  Plan and deliver teaching and learning activities in line with the school\xe2\x80\x99s curriculum and planning (LTPs, MTPs and STPs) and to maximise student engagement, learning and progress.
• Ensure learning objectives are appropriate and always understood by students.
• Provide clear structure for lessons, maintaining good pace and challenge throughout.
• Ensure students have Minimum Target Grades (MTGs) and Aspirational Target Grades (ATGs)
• Motivate and challenge all students through effective differentiation for groups and individuals.
• Ensure there are opportunities for independent and collaborative learning.
• Ensure appropriate and engaging opportunities for learning through homework.
• Ensure there are opportunities for peer and self-assessment to support learning.
• Ensure effective behaviour and resource management.
• Use a variety of teaching strategies to personalise learning to maximise student motivation.
• Set and model high expectations at all times.
• Ensure positive behaviour management in line with school policy.
• Adapt lesson plans to meet the needs of all students including those with SEN or EAL needs.
• Ensure students know and understand key terminology at the start of all lessons.
• Adapt learning activities to support students\xe2\x80\x99 SMSC needs and be reflective of the school\xe2\x80\x99s focus on STEM and enterprise pathways.
• Establish a safe, supportive, attractive and stimulating learning environment.

AMAR: Academic Monitoring, Assessment and Reporting

• 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.
• Provide students with systematic, meaningful and personalised feedback on their learning.
• Provide personalised reports fully in line with the school\xe2\x80\x99s Assessment and Reporting Policy.

Specific Responsibilities \xe2\x80\x93 Deputy Head \xe2\x80\x93 TLW (Teaching, Learning & Wellbeing)

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  Line Management: Line management of the year leaders, school counsellors, careers leaders and ECA/ILOS coordinators and pastoral teams.
• Assemblies: Ensure the timely production of assembly schedules, based on the school\xe2\x80\x99s agreed values and drivers support and maximise the school\xe2\x80\x99s aims to promote student voice and parental engagement.
• Behaviour & Rewards Policy: Ensure the school\xe2\x80\x99s commitment to embed a culture of positive relationships based around the school\xe2\x80\x99s vision, values and drivers, as reflected in the school\xe2\x80\x99s behaviour policy and House System and implemented and promoted at all times.
• ECAs and ILOS: Ensure the design and provision of a safe, engaging and age appropriate ECAs for RBS children/students based around ISP\xe2\x80\x99s core ILOS programs (international learning opportunities for students)
• 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\xe2\x80\x99s external ECT provider
• 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\xe2\x80\x99s behaviour and rewards policy.
• 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.
• Staff Development: Ensure the continuous professional development of Year Leaders and, in turn, class teachers in line with the school\xe2\x80\x99s Appraisal Policy, CPD Policy and school\xe2\x80\x99s priorities as identified in the School\xe2\x80\x99s Development Plan
• 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.
• 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\xe2\x80\x99s whole school objectives and vision.
• 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
• 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 \xe2\x80\x93 Deputy Head (Academic)

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  Line Management: Line management of the heads of department, ECT and NPQ(LT) candidates and academic teams.
• 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.
• Future Pathways/Career Guidance: Ensure a robust and career guidance program, including the effective use of the school\xe2\x80\x99s career program (Unifrog) is calendared and regularly shared in a timely manner with students, form tutors and parents.
• PSHE/Global perspectives: Ensure the school\xe2\x80\x99s commitment to a broad curriculum, pastoral and safeguarding priorities are supported through a highly effective program of PSHE/Global perspectives during pastoral lessons.
• Data Management: Ensure effective and ongoing oversight and management of the school\xe2\x80\x99s 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.
• 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.
• Premises & Learning Environment: Ensure the overall continuous maintenance and development of the school\xe2\x80\x99s learning environment including classrooms and shared corridor and other spaces in line with the school\xe2\x80\x99s vision, driver and values and in order to maximise student motivation
• 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.
• 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
• 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.
• 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.
• HW Policy and Schedule: Ensure the timely publication of a balanced HW schedule in line with the school\xe2\x80\x99s 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.