DOUALA CAMEROON
PO BOX 1377
Secondary School Teachers specialize in teaching students in one or more subject areas. They work with teenagers to help them develop academically by completing exams and assignments to acquire the necessary knowledge to continue their academic careers. Secondary School Teachers receive very good remuneration, working normal hours and claiming good benefits.
A Secondary School Teacher usually performs many of the following tasks:
• Assessing work
• Preparing teaching materials
• Organising sporting events
• Delivering lessons
• Researching new topic areas
• Maintaining records
• Organising extracurricular activities
• Networking with other professionals/Colleagues
Skills
• Classroom and behaviour management
• Time Management
• Communication, listening and presentation
• Good judgement
• Compassion and patience
• Professionalism
• Being observant and thorough
• Being responsible and approachable
• Being motivated
Education
There are several study programmes and requirements leading towards becoming a Secondary School Teacher at King David. They include:
• Qualified Teacher from ENS /junior/higher
• Certified Teacher from UNI: Department of Ed. Bsa,Bsc,etc…
• Postgraduate Certificate of Education (PGCE) etc…
Teachers who attend universities and colleges for their teaching qualifications should pursue their Bachelors or Masters in Education. This will help them get a position in secondary institutions at KD. Secondary School Teachers cover a number of courses in their curriculum
Job Description
Secondary school teachers are responsible for teaching approved national curriculum subjects to students aged 11-19, guiding them through some of the most important stages of their education – their GCEs O and A-levels.
If you enter this incredibly important profession, you will be responsible for preparing lesson plans and Lessons notes teaching pupils and Students in accordance with the national curriculum. Essentially, your primary objective will be to impart your subject-specific knowledge using creative, interactive and engaging teaching methods.
You’ll also be responsible for marking students’ work and providing them with necessary feedback, criticism, encouragement and support.
As you educate the bright young minds of tomorrow, you will need to pay attention to each individual student’s progress through the use of regular assignments, tests and projects. Furthermore, you’ll be responsible for helping students prepare for crucial examinations, admissions tests and other competitive academic exercises.
From time to time, you may also get the opportunity to take part in events and projects outside of the classroom, such as taking children on cultural outings, field trips and excursions.
Teaching, however, is not all about working with young students. Frequently, you will have to attend meetings with other teaching staff, undertake in-service training and meet with pupils’ parents to discuss their academic progress at parents’ Meetings.
On a pastoral support level, you may be required to provide counselling and guidance to students who are facing learning difficulties. This may involve referring students to other relevant authorities and professionals or colleagues who may be able to help them.
Teachers also need to keep their skills fresh. Consequently, you’ll be required to keep up to date on new teaching methods and developments in the curriculum.
Finally, you’ll regularly be collaborating with other teaching colleagues, administrators and teaching assistants in order to provide every student with a well-rounded, quality education.
Teachers in Cameroon receive salaries based on a standardised pay scale.
In our complex,(KDCC)
840.000frs cfa to 1.800.000frs cfa per annum, after a probation and observation period of 3 years 6 months.(probation 6 months, observation 36 months) while teachers working in Greater and paid on a negotiated salary.
2. Newly and old Certified teachers from UNI start their careers on:
840.000frs cfa to 1.440.000frs cfa per annum, after a probation and observation period of 3 years 6 months.(probation 6 months, observation 36 months) while teachers working in Greater and paid on a negotiated salary.
3) Newly and old Certified teachers with GCE "A"(AGrs.) start their careers on :
600.000frs cfa to 840.000frs cfa per annum, after a probation and observation period of 3 years 6 months.(probation 6 months, observation 36 months) while teachers working in Greater and paid on a negotiated salary.
Teachers with this Level ,who attended universities and colleges for their teaching qualifications should pursue their Bachelors or Masters in Education. This will help them get a position in our secondary institutions. Secondary School Teachers in our complex are expected to cover a number of courses in their curriculum and obtain relevant certificates or diplomas in the teaching field.
4 . Newly and old Certified postgraduate certificate of education(PGCE) will start their careers on :
960.000frs cfa to 1.920.000frs cfa per annum, after a probation and observation period of 3 years 6 months.(probation 6 months, observation 38 months) while teachers working in Greater and paid on a negotiated salary.
Teachers on probationary and observation period will be paid on a negotiated salary for a period of 9 months. Their last month pay will be the Month of May after all work has been done and handed over to the Principal or Director of the Complex or College. This could take few weeks to help teachers complete their end of year reports.
Working hours
Secondary school teachers receive around 39 weeks of annual working hours. However, for the 39 weeks, teachers receive 4 weeks paid holiday leave. During term-time, teachers can expect early starts and a particularly busy working life.
Teachers’ official working hours correspond with their individual schools’ timetables. However, most teachers start earlier and end their working day much later than their scheduled lessons. The rest of the hours are spent in other educational activities in the school campus. Travel outside of the school campus is rare, except when taking students on school outings or field trips.
Entry
In order to become a secondary school teacher in our complex(KDCC), you will need to obtain any relevant qualified certificate or diploma mentioned above :
You could study an undergraduate degree in education which automatically gives you QTS, such as a BA in Education.
If your undergraduate degree does not grant you QTS, you could do a Postgraduate Certificate in Education (PGCE) or a Professional Graduate Diploma in Education (PGDE) if you study in Bamenda or Buea Universities.
Alternatively, you could pursue one of four other postgraduate routes into teaching:. Moreover, you could do your teacher training as part of the popular Teach First scheme.
All teachers will also have to undergo a Disclosure Service signed letter and registered contract before they can pursue work before or after a probation and observation periods in the college.
Training & progression
‘On-the-job’ training for secondary school teachers involves doing Initial Teacher Training (ITT), which is practical training, this is done one or twice per year.
During this period of probation and observation all teachers will undergo a period of probationary and observation evaluation in their third year of service, which is assessed over three academic terms. The assessment process involves individual professional development under supervision and evaluation against current national induction standards.
Opportunities for career progression include subject specialization, positions with more administrative and management responsibilities and recognition as an Advanced Skills Teacher or Chartered Teacher in KDCC.
Another possible option is to complete an internal Professional Qualification for Headship (IPQH), which trains people who want to become headteachers. Principals. Vice principals, Discipline Master, Head of Departments etc…..
Alternatively, you could become a further education lecturer in our institution assessed by Regional and National inspectors of Secondary Education, or even work on an examination board for work placement. You could also explore opportunities for private tutoring and education consultancy or even be sent abroad for further training.
Professor: Samuel S Ngube P5
Job Duties and Tasks for: "Secondary School Teacher"
1) Establish and enforce rules for behaviour and procedures for maintaining order among the students for whom they are responsible.
2) Instruct through lectures, discussions, and demonstrations in one or more subjects such as English, mathematics, or social studies.
3) Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
4) Prepare, administer, and grade tests and assignments to evaluate students' progress.
5) Prepare materials and classrooms for class activities.
6) Adapt teaching methods and instructional materials to meet students' varying needs and interests
7) Maintain accurate and complete student records as required by rules and policies, and administrative regulations.
8) Assign and grade class work and homework.
9) Observe and evaluate students' performance, behaviour, social development, and physical health.
Is being a "Secondary School Teacher" your very best career choice?
10) Enforce all administration policies and rules governing students.
11) Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
12) Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging task
13) Guide and counsel students with adjustment and/or academic problems, or special academic interests.
14) Instruct and monitor students in the use and care of equipment and materials, in order to prevent injuries and damage.
15) Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
16) Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
17) Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs.
18) Confer with parents or guardians, other teachers, counsellors, and administrators in order to resolve students' behavioural and academic problems.
19) Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
20) Meet with other professionals to discuss individual students' needs and progress.
21) Prepare and implement remedial programs for students requiring extra help.
22) Attend professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence.
23) Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
24) Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
25) Prepare reports on students and activities as required by administration.
26) Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
27) Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
28) Administer standardized ability and achievement tests, and interpret results to determine students' strengths and areas of need.
29) Sponsor extracurricular activities such as clubs, student organizations, and academic contests.
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30) Attend staff meetings, and serve on committees as required.
31) Perform administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.
Job Activities for: "Secondary School Teacher"
1) Establishing and Maintaining Interpersonal Relationships -- Developing constructive and cooperative working relationships with others, and maintaining them over time.
2) Communicating with Supervisors, principals, Discipline Masters, Peers, or Subordinates -- Providing information to supervisors, principals, Discipline Masters, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
3) Organizing, Planning, and Prioritizing Work -- Developing specific goals and plans to prioritize, organize, and accomplish your work.
4) Getting Information -- Observing, receiving, and otherwise obtaining information from all relevant sources.
5) Identifying Objects, Actions, and Events -- Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
6) Making Decisions and Solving Problems -- Analysing information and evaluating results to choose the best solution and solve problems.
7) Coaching and Developing Others -- Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
8) Training and Teaching Others -- Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
9) Thinking Creatively -- Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
10) Updating and Using Relevant Knowledge -- Keeping up-to-date technically and applying new knowledge to your job.
11) Evaluating Information to Determine Compliance with Standards -- Using relevant information and individual judgment to determine whether events or processes comply with
laws, regulations, or standards.
12) Coordinating the Work and Activities of Others -- Getting members of a group to work together to accomplish tasks.
13) Performing Administrative Activities -- Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
14) Interacting With Computers -- Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
15) Performing for or Working Directly with the Public -- Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
16) Interpreting the Meaning of Information for Others -- Translating or explaining what information means and how it can be used.
17) Monitor Processes, Materials, or Surroundings -- Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
18) Documenting/Recording Information -- Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
19) Resolving Conflicts and Negotiating with Others -- Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
20) Analysing Data or Information -- Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
21) Scheduling Work and Activities -- Scheduling events, programs, and activities, as well as the work of others.
22) Developing and Building Teams -- Encouraging and building mutual trust, respect, and cooperation among team members.
23) Developing Objectives and Strategies -- Establishing long-range objectives and specifying the strategies and actions to achieve them.
24) Judging the Qualities of Things, Services, or People -- Assessing the value, importance, or quality of things or people.
25) Assisting and Caring for Others -- Providing personal assistance, medical attention, emotional support, or other personal care to others such as co-workers, customers, or patients.
26) Communicating with Persons Outside Organization -- Communicating with people outside the organization, representing the organization to customers, the public, government
and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
27) Processing Information -- Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
28) Guiding, Directing, and Motivating Subordinates -- Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
Skills Needed for: "Secondary School Teacher"
1) Instructing -- Teaching others how to do something.
2) Learning Strategies -- Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
3) Monitoring -- Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
4) Speaking -- Talking to others to convey information effectively.
5) Time Management -- Managing one's own time and the time of others.
6) Active Listening -- Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
7) Active Learning -- Understanding the implications of new information for both current and future problem-solving and decision-making.
8) Social Perceptiveness -- Being aware of others' reactions and understanding why they react as they do.
9) Critical Thinking -- Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
10) Reading Comprehension -- Understanding written sentences and paragraphs in work related documents.
11) Writing -- Communicating effectively in writing as appropriate for the needs of the audience.
12) Persuasion -- Persuading others to change their minds or behaviour.
13) Judgment and Decision Making -- Considering the relative costs and benefits of potential actions to choose the most appropriate one
14) Coordination -- Adjusting actions in relation to others' actions.
15) Complex Problem Solving -- Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
16) Service Orientation -- Actively looking for ways to help people.
17) Negotiation -- Bringing others together and trying to reconcile differences.
18) Mathematics -- Using mathematics to solve problems.
19) Management of Personnel Resources -- Motivating, developing, and directing people as they work, identifying the best people for the job.
20) Equipment Selection -- Determining the kind of tools and equipment needed to do a job
Abilities Needed for: "Secondary School Teacher"
1) Oral Expression -- The ability to communicate information and ideas in speaking so others will understand.
2) Speech Clarity -- The ability to speak clearly so others can understand you.
3) Speech Recognition -- The ability to identify and understand the speech of another person.
4) Oral Comprehension -- The ability to listen to and understand information and ideas presented through spoken words and sentences.
5) Problem Sensitivity -- The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
6) Deductive Reasoning -- The ability to apply general rules to specific problems to produce answers that make sense.
7) Inductive Reasoning -- The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
8) Written Comprehension -- The ability to read and understand information and ideas presented in writing.
9) Written Expression -- The ability to communicate information and ideas in writing so others will understand.
10) Information Ordering -- The ability to arrange things or actions in a certain order or manner
pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
11) Originality -- The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
12) Near Vision -- The ability to see details at close range (within a few feet of the observer).
13) Category Flexibility -- The ability to generate or use different sets of rules for combining or grouping things in different ways.
14) Fluency of Ideas -- The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
15) Selective Attention -- The ability to concentrate on a task over a period of time without being distracted.
16) Far Vision -- The ability to see details at a distance.
Knowledge, Experience, Education Required for: "Secondary School Teacher"
1) Education and Training -- Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
2) English Language -- Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
3) Psychology -- Knowledge of human behaviour and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioural and affective disorders.
4) Sociology and Anthropology -- Knowledge of group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
5) Clerical -- Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
6) Customer and Personal Service -- Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
7) Mathematics -- Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
8) Computers and Electronics -- Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programmes
PROFESSOR SAMUEL SAMME NGUBE
The appointment to the post of Vice-Principal is with the BOARD OF ADMINISTRATION body under the terms of a contract made in accordance with rules and regulation and the law, and the constitution of the college.
The prime responsibility of this post is to assist the Principal in leading the College first and second cycles (lower and Sixth Form College), and in doing so to ensure that the College succeeds in its mission, achieves its strategic aims and objectives, and fulfils its responsibilities. It follows that all staff and students will have the opportunity to reach their full potential.
The management of the College at all levels is marked by a strong spirit of teamwork. Although the tasks and responsibilities outlined below define the particularities of the role, the Principal and Board of Administration of the College are keen to appoint a candidate with a commitment to collective leadership, a strong student-centred approach to their work, and the readiness to be flexible in discharging tasks and accepting responsibility.
This job description may be amended at any time following consultation between the Headteacher and Governing Body or the Founding Director and will be reviewed annually.
Core Purpose of the Headteacher
The core purpose of the VP is to provide professional leadership and management for a school. This will promote a secure foundation from which to achieve high standards in all areas of the school’s work. To gain this success a VP must establish high quality education by effectively managing teaching and learning and using personalised learning to realise the potential of all Students. VP must establish a culture that promotes excellence, equality and high expectations of all Students.
The VP is the leading professional in the school. Accountable to the governing body, the Founding Director , VP provides vision, leadership and direction for the school and ensures it is managed and organised to meet the aims and targets. VP working with others is responsible for evaluating the school’s performance to identify the priorities for continuous improvement; raising standards; ensuring equality of opportunity for all; developing policies and practices; ensuring that resources are efficiently and effectively used to achieve the school’s aims and objectives and for the day to day management, organisation and administration of the school.
VP, working with and through others, secures the commitment of the wider community to the school by developing and maintaining effective partnerships with, for example, schools, other services and agencies for children, the Local Authority, higher education institutions and employers. Through such partnerships and other activities, VP play a key role in contributing to the development of the education system as a whole and collaborate with others to raise standards locally.
Drawing on the support provided by members of the school community, VP is responsible for creating a productive learning environment, which is engaging and fulfilling for all Students.
General
To assist the Principal in:
• strategic direction and development of the College
• curriculum and academic development
• leading and managing staff
• management of physical and financial resources
• accounting for the efficiency and effectiveness of the College, including self assessment processes
• attendance at full Board of Administration meetings
• supporting the life of the College, including the taking of assemblies.
Curriculum Management:
Working with the Principal, DMs, POs, SSMs, HODs, CMs team to take responsibility for:
• leadership of the College’s curriculum development group, comprising all subject area leaders and leaders of curriculum support teams
• staying informed and alert to all curriculum development in the junior and higher level phase and shaping policy development in response
• planning for curriculum staffing resource on an annual basis
• the design and implementation of student tracking and reporting systems
Working with the management team(DMs,POs,HODs, Local authorities,….) to take responsibility for:
• the development of partnership projects consistent with the new form 1 and 2 and even 3 curricular framework, working in the first instance with the range of our partner schools
• the development of partnership projects consistent with our commitment to maximising progression to initiatives with Higher Education institutions, working with our Careers Co-ordinator from Regional and Departmental Education…
• the development of strong, constructive relationships with the local education authority,(Regional and Departmental and the GCE Board) at a strategic and operational level, as they acquire commissioning powers
Student Recruitment:
• organisation of open evenings, college representation at school transition evenings and other marketing activities
• oversight of student application and interviewing procedures
• liaison with partner schools in organising transition and guidance processes and events particular to their needs
Through line management relationships to exercise oversight of:
• Associate Principal and quality management
• Pastoral Manager and student support services
• Learning Support Manager and additional learning support provision
• Key Skills Manager and key skills provision
VP have a central responsibility for raising the quality of teaching and learning and for Students’ achievement. This implies setting high expectations and monitoring and evaluating the effectiveness of learning outcomes. A successful learning culture will enable students to become effective, enthusiastic, independent learners, committed to life-long learning.
Actions
Ensure a consistent and continuous school-wide focus on students’ achievement, using data and benchmarks and sequential evaluations , end of week assessments , tests, and others methods to monitor progress in every student’s learning
Ensure that learning is at the centre of strategic planning and resource management
Establish creative, responsive and effective approaches to learning and teaching.
Ensure a culture and ethos challenge and support where all students can achieve success and become engaged in their own learning
Demonstrate and articulate high expectations and set stretching targets for the whole school community
Implement strategies that secure high standards of behaviour and attendance Page 3 of 6
Determine, organise and implement a diverse, flexible curriculum and implement effective assessment framework
Take a strategic role in the development of new and emerging technologies to enhance and extend the learning experience of students
Monitor, evaluate and review classroom practice and promote improvement strategies
Challenge underperformance at all levels and ensure effective corrective action and follow-up
VP must accept responsibility for:
• a teaching commitment of approximately five hours per week
• leading by example in all matters relating to the teaching commitment
Deputising for the Principal
To accept responsibility for:
• the discharge of the Principal’s properly delegated functions at any time when the Principal is away from the College
• providing leadership which supports, challenges and develops all staff within the spirit of the identity of the College
Managing the Organisation
VP needs to provide effective organisation and management of the school and seek ways of improving organisational structures and functions based on rigorous self-evaluation. VP should ensure that the school and the people and resources within it are organised and managed to provide an efficient, effective and safe learning environment. These management responsibilities imply the reexamination of the roles and responsibilities of those adults working in the school to build capacity across the workforce and ensure resources are deployed to achieve value for money. VP should also seek to build successful organisations through effective collaborations with others.
Actions
Create an organisational structure which reflects the school’s values, and enables the management systems, structures and processes to work effectively in line with legal requirements
Produce and implement clear, evidence-based improvement plans and policies for the development of the school and its facilities
Ensure that, within an autonomous culture, policies and practices take account of national and local circumstances, policies and initiatives
Manage the school’s financial and human resources effectively and efficiently to achieve the school’s educational goals and priorities
Recruit, retain and deploy staff appropriately and manage their workload to achieve the vision and goals of the school, implement successful performance management processes with all staff
Manage and organise the school environment efficiently and effectively to ensure that it meets the needs of the curriculum and health and safety regulations
Ensure that the range, quality and use of all available resources is monitored, evaluated and reviewed to improve the quality of education for all student and provide value for money
Use and integrate a range of technologies effectively and efficiently to manage the school
5. Securing accountability
With values at the heart of their leadership, VP have a responsibility to the whole school community. In carrying out this responsibility, VPs are accountable to a wide range of groups, particularly students, parents, carers, head of departments and others. They are accountable for ensuring that students enjoy and benefit from a high quality education, for promoting collective responsibility within the whole school community and for contributing to the education service more widely. VPs are legally and contractually accountable to the governing body , the Founding Director ,for the school, its environment and all its work. Page 5 of 6
Actions
Fulfil commitments arising from contractual accountability to the governing body and the Founding Director,
Develop a school ethos which enables everyone to work collaboratively, share knowledge and understanding, celebrate success and accept responsibility for outcomes
Ensure individual staff accountabilities are clearly defined, understood and agreed and are subject to rigorous review and evaluation
Work with the governing body and the Founding Director (providing information, objective advice and support) to enable it to meet its responsibilities
Develop and present a coherent, understandable and accurate account of the school’s performance to a range of audiences including governing body, the founding Director, parents, and carers
Reflect on personal contribution to school achievements and take account of feedback from others
6. Strengthening Community
Schools exist in a distinctive social context, which has a direct impact on what happens inside the school. School leadership should commit to engaging with the internal and external school community to secure equity and entitlement. VP should collaborate with other schools in order to share expertise and bring positive benefits to their own and other schools. They should work collaboratively at both strategic and operational levels with parents and carers and across multiple agencies for the well-being of all children. VPs share responsibility for leadership of the wider educational system and should be aware that school improvement and community development are interdependent.
Actions
Build a school culture and curriculum which takes account of the richness and diversity of the school’s communities
Create and promote positive strategies for challenging racial , tribal, and other prejudice and dealing with racial, tribal harassment
Ensure learning experiences for pupils are linked into and integrated with the wider community
Ensure a range of community-based learning experiences
Collaborate with other agencies in providing for the academic, spiritual, moral, social, emotional and cultural well-being of students and their families
Create and maintain an effective partnership with parents and carers to support and improve students’ achievement and personal development
Seek opportunities to invite parents and carers, community figures, businesses or other organisations into the school to enhance and enrich the school and its value to the wider community
Page 6 of 6
Contribute to the development of the education system by, for example, sharing effective practice, working in partnership with other schools and promoting innovative initiatives
Co-operate and work with relevant agencies to protect children
7. Safeguarding Children & Safer Recruitment
This school is committed to safeguarding and promoting the welfare of students and young people as required under the Education Act 2002 and expects all staff and volunteers to share this commitment
Actions
The VP should ensure that:
The policies and procedures adopted by the governing body and the Founding Director are fully implemented and followed by all staff.
Sufficient resources and time are allocated to enable the designated person and other staff to discharge their responsibilities, including taking part in strategy discussions and other inter-agency meetings, and contributing to the assessment of Students.
All staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to students, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing practices.
• to undertake such other duties as the Principal may determine to ensure the continued mission, viability, and progress of the College
• in common with other management team to support colleagues in student incident management.
In addition to the responsibilities outlined above, it is possible that there will be specific duties, tasks or responsibilities attached to this appointment in 2016/2017. If so, they will be entirely by negotiation, and will, it is hoped, be entirely manageable. The job description is non-contractual, which means that should the needs of the college change in the future, the Principal may require reasonable variations consistent with the job title.
It is also intended that in future years the holder of this post will develop their portfolio of responsibilities in order to have the fullest and most rounded experience, as preparation for future Principal ship should that be their aspiration.
In making this appointment the Board of Administration will give particular attention to the following criteria.
• Teaching qualification • Degree qualification • Recent participation in continuing professional development
• Recent successful experience at senior management level • Recent successful experience in the post , either in a college or school context • Recent successful experience in implementing change and securing institutional improvement • Recent successful experience of working in partnership with another educational institution or external agency
• Understanding of current reforms in junior and higher level curriculum, including changes in o and A level curricula, Diplomas, extended project and functional skills • Knowledge and understanding of self assessment and quality assurance procedures • Awareness of current developments, funding, organisation and Administration in post education • Appreciation of distinctive characteristics of inner-city and multi-cultural education.
• Clear strategic thinking • High level interpersonal skills • Persuasive communication skills • Strength and judgement for decision-making • Flexible, inclusive, and pragmatic management style.
Professor SAMUEL NGUBE
Responsible to: The Governing Body, Local Authority and the Founding Director.
Responsible for: All staff within the school
Job Description
This job description may be amended at any time following consultation between the Headteacher and Governing Body or the Founding Director and will be reviewed annually.
Core Purpose of the Headteacher
The core purpose of the Headteacher is to provide professional leadership and management for a school. This will promote a secure foundation from which to achieve high standards in all areas of the school’s work. To gain this success a headteacher must establish high quality education by effectively managing teaching and learning and using personalised learning to realise the potential of all pupils. Headteachers must establish a culture that promotes excellence, equality and high expectations of all pupils.
The headteacher is the leading professional in the school. Accountable to the governing body, the Founding Director , the headteacher provides vision, leadership and direction for the school and ensures it is managed and organised to meet the aims and targets. The headteacher working with others is responsible for evaluating the school’s performance to identify the priorities for continuous improvement; raising standards; ensuring equality of opportunity for all; developing policies and practices; ensuring that resources are efficiently and effectively used to achieve the school’s aims and objectives and for the day to day management, organisation and administration of the school.
The headteacher, working with and through others, secures the commitment of the wider community to the school by developing and maintaining effective partnerships with, for example, schools, other services and agencies for children, the Local Authority, higher education institutions and employers. Through such partnerships and other activities, headteachers play a key role in contributing to the development of the education system as a whole and collaborate with others to raise standards locally.
Drawing on the support provided by members of the school community, the headteacher is responsible for creating a productive learning environment, which is engaging and fulfilling for all pupils.
General Duties and Responsibilities Page 2 of 6
Key Areas of Responsibility
1. Shaping the Future
Working with the governing body and the Founding Director to create a shared vision and strategic plan which inspires and motivates pupils, staff and all other members of the school community. This vision should express core educational values and oral purpose and be inclusive of stakeholders’ values and beliefs. The strategic planning process is critical to sustaining school improvement and ensuring that the school moves forward for the benefit of its pupils.
Actions
Ensure the vision for the school is clearly articulated, shared, understood and acted upon effectively by all.
Work within the school community to translate the vision into agreed objectives and operational plans, which will promote and sustain school improvement.
Demonstrate the vision and values in everyday work and practice. Motivate and work with others to create a shared culture and positive climate.
Ensure creativity, innovation and the use of appropriate new technologies to achieve excellence.
Ensure that the strategic planning takes account of the diversity, values and experience of the school and community at large.
2. Leading learning and Teaching
Headteachers have a central responsibility for raising the quality of teaching and learning and for pupils’ achievement. This implies setting high expectations and monitoring and evaluating the effectiveness of learning outcomes. A successful learning culture will enable pupils to become effective, enthusiastic, independent learners, committed to life-long learning.
Actions
Ensure a consistent and continuous school-wide focus on pupils’ achievement, using data and benchmarks and sequential evaluations , end of week assessments , tests, and others methods to monitor progress in every child’s learning
Ensure that learning is at the centre of strategic planning and resource management
Establish creative, responsive and effective approaches to learning and teaching.
Ensure a culture and ethos challenge and support where all pupils can achieve success and become engaged in their own learning
Demonstrate and articulate high expectations and set stretching targets for the whole school community
Implement strategies that secure high standards of behaviour and attendance Page 3 of 6
Determine, organise and implement a diverse, flexible curriculum and implement effective assessment framework
Take a strategic role in the development of new and emerging technologies to enhance and extend the learning experience of pupils
Monitor, evaluate and review classroom practice and promote improvement strategies
Challenge underperformance at all levels and ensure effective corrective action and follow-up
3. Developing Self and Working with Others
Effective relationships and communication are important in headship as headteachers work with and through others. Effective headteachers manage themselves and their relationships well. Headship is about building a professional learning community that enables others to achieve. Through performance management and effective continuing professional development practice, the headteacher supports all staff to achieve high standards. To equip themselves with the capacity to deal with the complexity of the role and the range of leadership skills and actions required of them, headteachers should be committed to their own continuing professional development.
Action
Treat people fairly, equitably and with dignity and respect to create and maintain a positive school culture
Build a collaborative learning culture within the school and actively engage with other schools to build effective learning communities
Develop and maintain effective strategies and procedures for staff induction, professional development and performance review
Ensure effective planning, allocation, support and evaluation of work undertaken by teams and individuals, ensuring clear delegation of tasks and devolution of responsibilities
Acknowledge the responsibilities and celebrate the achievements of individuals and teams
Develop and maintain a culture of high expectations for self and for others and take appropriate action when performance is unsatisfactory
Regularly review own practice, sets personal targets and take responsibility for own personal development
Manage own workload and that of others to allow an appropriate work/life balance
