Head of Seconday

International Schools Partnership Limited; Arenas de San Pedro; Presencial; EUR 50.000 - 70.000; Jornada completa

Descripción de la vacante

International Schools Partnership Limited is looking for an SP Head of Secondary School and Sixth Form in Arenas de San Pedro, Spain. This role entails reviewing school policies, overseeing MLT members, and contributing to the strategic vision of the school's development.

The selected candidate will have a strong background in teaching and leadership, fully qualified teacher status, and demonstrate a commitment to safeguarding principles and diversity. This position promises an engaging environment for professional growth.

Formación

• Proven experience in teaching and leadership in a UK or international school.
• Ability to give clear instructions and manage classrooms effectively.
• Commitment to continuous professional development.

Responsabilidades

• Oversee all MLT members in Secondary, ensuring high teaching standards.
• Commission, analyze baseline testing and examination results.
• Manage subject choices and allocation of pupils to classes.

Conocimientos

Strategic priorities identification

Team leadership

Classroom management

Effective communication

Management skills

Successful teaching experience

Educación

Fully qualified teacher status

Descripción del empleo

SP Head of Secondary School and Sixth Form. The Head is responsible for reviewing and revising school policies, taking a whole‑school perspective, and contributing to the strategic vision and planning of the school's development.

Key Responsibilities

• Be responsible for all MLT members in Secondary and oversee their work in maintaining high standards of teaching, learning and achievement.
• Commission and monitor baseline testing and the analysis of examination results.
• Oversee target setting and the tracking of pupils' performance.
• Liaise with the Head of Admissions on suitability of applicants for school places.
• Oversee all entrance testing and work alongside the Heads of Departments.
• Commission annual reports from academic departments and compile an annual report on academic achievement to go to the Whole School Senior Leadership Team.
• Write the curriculum plan and commission the academic timetable each year.
• Manage subject choices and allocation of pupils to classes in all year groups.
• Manage and chair MLT meetings and attend other meetings and conferences, both in and out of the school, as appropriate.
• Work towards inspections and help lead the school's response to inspections.
• Ensure standards meet the requirements for good and outstanding in academic policies and procedures.
• Be responsible for the academic induction of new staff and the development of teaching abilities of all staff.
• Coordinate programme of regular professional review of all teaching staff.
• Be responsible for IPGCE and NQT trainees.
• Manage reporting of academic progress to parents.
• Organise programme of parents' meetings.
• Communicate with parents on academic matters, explaining school policies and decisions.
• Publish information on curriculum and subject choices as required.
• Take overall responsibility for the annual budgets of academic departments.
• Monitor and advise on provision and maintenance of suitable teaching facilities.
• Draw up, maintain and implement an academic curriculum development plan.
• Keep abreast of national changes in curriculum policy and consider responses.
• Work closely with senior colleagues on the general development of the school.
• Work with the Schools Senior Leadership Team to maintain the school as a national and international leader in educational performance and innovation.

Skills, Qualifications and Experience

• Identify strategic priorities and design tactics to achieve them.
• Approachable to children, parents and staff.
• Work effectively as part of a team.
• Lead and monitor work of a team of teachers.
• Give clear instructions and be organised in classroom management.
• Flexible, friendly and cooperative with colleagues.
• Communicate clearly, resolve issues quickly and professionally.
• Communicate effectively in writing.
• Exhibit excellent management skills and follow the school's disciplinary code.
• Successful experience in teaching and leadership in a UK or international school.
• Fully qualified teacher.
• Maintain a track record of professional development.

ISP Leadership Competencies

• Collaboration – actively lead and cooperate, building supportive relationships.
• Learning & Getting Better – demonstrate commitment to continual learning and feedback.
• Innovation Leadership – create environments for learning initiatives and inspire others.
• Outcome driven – consistently seek solutions and exceed goals, focus on KPIs.
• Resilience – handle setbacks calmly and effectively.
• Community Focus – meet and exceed needs of students and families.
• Integrity & Ethical Management – work ethically, uphold ISP vision and principles.
• Leading & Inspiring Others – support, encourage and inspire students and colleagues.
• Understanding People – identify talent, articulate strengths and motivations.
• Influencing & Communication – inform, influence and inspire through timely communication.
• Agile – adapt to changing circumstances and solve problems effectively.
• Strategic, Commercial & Financial Awareness – apply business understanding to improve effectiveness.
• Planning & Decision Making – plan, organise, prioritise and balance resources.
• Diversity & Equity – apply sensitivity and skill across cultures to support all learners.

Commitment to Safeguarding Principles

ISPs commits to safeguarding and promoting the welfare of children and young people. All post holders undergo appropriate vetting procedures and satisfactory Criminal Background Checks covering the previous ten years' employment history.

Commitment to Diversity, Equity, Inclusion and Belonging

ISPs strengthens its inclusive culture by identifying, hiring, developing and retaining high‑performing team members regardless of gender, ethnicity, sexual orientation, gender expression, age, disability status, neurodivergence, socio‑economic background or other demographic characteristics.