Associate Assistant Head Teacher - Fixed Term contract for one year – Trust post

Prince Albert Junior and Infant School, Birmingham, West Midlands

Contents

Job details

Subject Primary
Working pattern Full-time only
Salary £45,319 to £45,319

Job summary

This is a Trust post and could be based at any of the schools within the Trust

Associate Assistant Head Teacher
This role is heavily supported by an experienced senior leader and provides an opportunity of safety to learn how to be an effective AAHT.
PURPOSE OF THE POST To work within a collaborative strategic leadership team that has responsibility for the impact of teaching and learning, behaviour and safety across a school within the PACT. You will lead a subject area across the school and have responsibility for a phase within the school.

ACCOUNTABLE TO: The PACT Board of Trustees, Local Governing Body, CEO and DCEO of the MAT.

DUTIES AND RESPONSIBILITIES

PART 1: LEADERSHIP AND STRATEGIC DEVELOPMENT - with support from DHT/HoS
To undertake the professional duties of a teacher, as set out in the most recent most recent School Teachers' Pay and Conditions Document, including those duties particularly assigned by the Head of School and Deputy;
As required in the School Teachers' Pay and Conditions Document, to play a major role under the overall direction of the Head of School and Deputy in:
• Formulating the aims and objectives of the Trust;
• Establishing the policies through which they shall be achieved;
• Managing staff and resources to that end;
• Monitoring progress towards their achievement;
• In accordance with the policies of the PACT and the school development plan determined by the Board of Trustees, and Local Academy Committee;
• To undertake any professional duties of the Head of School and Deputy reasonably delegated by the Head of School and Deputy.

PART 2 - STRATEGIC LEADERSHIP GROUP: ASSOCIATE ASSISTANT HEAD - with support from DHT/HoS
• Contributing to and leading decision making and policy formation for the PACT
• Overall school development and improvement as part of the strategic leadership team
• Impact of teaching and learning across school
• Being an effective communicator within the school and its wider community.
• Encouraging good liaison, shared practice, open discussion and clear routes of communication throughout the PACT
• Actively supporting and promoting the work of the PACT in its widest sense
• Leading by good example in all areas of work
• Working closely with senior staff to provide clear strategic management guidance
• To ensure open lines of communication that enables the Local Academy Committee to play an appropriate part in the leadership of the school.

PART 3 – TO LEAD A SUBJECT AREA ACROSS SCHOOL - with support from DHT/HoS
• Responsibility for whole school self-evaluation. Working closely with members of the strategic leadership team to support the best elements of school self-evaluation across school.
• Hold staff accountable for standards
• Organise, monitor and evaluate the range of intervention strategies employed towards those pupils requiring additional support
• Lead in the monitoring and evaluation of the quality of teaching and the standards of achievement
• Monitor and evaluate the implementation of the curriculum, assessment policies and schemes of work
• Support the teaching and assessment of the curriculum with staff where appropriate
• Maintain an effective partnership with parents to improve children’s achievement and attainment
• Act as role model for others through the setting of high personal standards of classroom practice in order to develop a stimulating and challenging learning environment which secures effective learning and provides high standards of achievement, behaviour and discipline.
• Report to The PACT Board of Trustees, Local Academy Committee, CEO and DCEO of the MAT on standards and quality of teaching
• Lead professional development through example and support, and co-ordinate the provision of high quality professional development by methods such as coaching and mentoring.
• Line manage all staff responsible for other curriculum area
• Initiating actions to translate the needs identified through data into classroom practice
• Monitor the impact of teaching and learning across school
• Monitor and ensure the delivery of teacher professional development needs
• Be an effective team leader in the delivery of the School Performance Management Policy
• To know both phase and subject progress and attainment data, responding to need as appropriate
• Deliver training sessions ensuring they are engaging and have a positive impact.

PART 4 - ROLE SPECIFICATION FOR LEADERSHIP RESPONSIBILITY
As Leader of Phase to:
1. Have general oversight of the disciplinary and pastoral care of the pupils within the phase by:-
• To have the overview of disciplinary and pastoral matters
• Supporting and advising staff (especially those new to the phase or school) on effective strategies for the care and control of pupils
• Taking early intervention to prevent undue escalation of difficulties, liaising with class teachers, Inclusion / Pastoral Manager, Parents, Deputy or Head of School as appropriate
• To ensure good communication through the phase within this area.
2. Maintain oversight of curriculum delivery within the phase by:-
• Becoming familiar with the whole school curriculum framework and the particular plans and methodology for the phase
• Liaising with curriculum specialists across the school, and with the leadership team to ensure that the phase works as an effective part of the whole school team
• Taking a lead role in monitoring and evaluating the work of the phase, particularly in relation to pupil attainment and teacher expectations
• Leading/instigating curriculum initiatives within the phase
• Ensuring consistency of practice and adherence to agreed school approaches within the phase
• Leading the phase in contributing to the development of the whole school curriculum reviews
3. To co-ordinate and manage the smooth running of the phase by:-
• Organising day-to-day management and ensuring that staff within the phase are fulfilling their responsibilities
• Planning, organising and conducting regular phase meetings and leading discussions about all aspects of the work of the school
• Forming positive working relationships with colleagues across the PACT, emphasising team work as well as personal responsibility
• Demonstrating and advising upon effective curriculum delivery, classroom management and leading collective review
• Monitoring the standards of work, behaviour, co-operation within the phase in the light of whole school expectations. (establishing a phase identity which compliments that of other phases)
• Inducting staff new to the phase and also students within the phase
• Ensure effective communication, high expectations and consistency across school and the PACT

PART 5 - IMPACT OF TEACHING AND LEARNING ACROSS THE PACT - with support from DHT/HoS
This will involve:-
• Taking on system wide roles
• Engendering a strategic and moral purpose
• Focus upon enhancing the quality of learning, teaching and assessment
• Supporting the ability of the school to be a personal and professional learning community
• A commitment to building capacity through networking and collaboration
• Developing a clear framework for developing leadership at all levels through the school
• A clear leadership role in raising standards of achievement across school

PART 6 – SAFEGUARDING - with support from DHT/HoS
• Ability to effectively implement safeguarding legislation and develop a culture of safeguarding awareness, risk assessment and management.
• Evidence of implementing safeguarding and Equal Opportunities and other legislation essential for the health, safety and well-being of the school and community.
• Ensure that all statutory requirements are met.
• The policies and procedures adopted by the MAT are fully implemented and followed by all staff.
• Receive training in order to be a lead designated senior person ensuring other staff are supported in order to discharge their responsibilities, including taking part in strategy discussions and other inter-agency meetings, and contributing to the assessment of children.
• All staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing practices.

The PACT is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Employee benefits

- This role is heavily supported by an experienced senior leader and provides an opportunity of safety to learn how to be an effective AAHT.
- A working culture that promotes diversity, equality and social justice
- An iPad for all teachers
- Children who love learning and an extensive inclusion and pastoral support team
- Excellent CPD opportunities
- Exceptionally supportive staff and leadership
- Well-resourced schools
- Subsidised Private Health Care package includes counselling, discounted retail and gym membership
- 2.5 ‘Well - being’ days
- Commitment to School Teacher’s pay and conditions
- Opportunities for promotion and progression
- Free car parking on site

School overview

School type Academy
Education phase Primary
School size 744 pupils enrolled
Age range 3 to 11
Ofsted report View Ofsted report
Website Prince Albert Junior and Infant School website (opens in a new window)
Contact email HR@the-pact.co.uk

School location

Albert Road, Birmingham, West Midlands, B6 5NH