Director of English
Purpose of the job:
We are looking to appoint an inspirational Director of English to work within the core improvement team of educational professionals. You will be responsible for working with a number of heads of departments across two or three different academies and supporting English academies in partner trusts covering schools across the Hull, Grimsby and Doncaster areas and schools on the A1/M1 corridor.
The Director of English is part of a team of lead professionals who take responsibility for the quality of English provision and student outcomes. The Director of English will work across the Trust Academies, and have a target group of assigned academies in a geographical area where they work closely with the Senior Leadership and Subject Leadership Teams to accelerate improvement and raise standards. Directors of English model high quality teaching, deliver intervention programmes, and challenge and support subject teams to deliver outstanding outcomes for young people. They analyse performance data to ensure that students are appropriately targeted for support, and work across the Trust to ensure consistency of subject delivery throughout the network of academies.
- To have joint accountability for English performance across the Trust.
- To have overall responsibility for the quality of teaching and learning in English across the Trust.
- To support and challenge the learning and teaching of English across the Trust, including the development of leaders of English.
- To lead, on occasions, for an extended period in schools causing concern, where extensive support is required.
- To demonstrate the vision and values of the Delta Academies Trust in everyday work and practice.
- To provide enthusiastic and inspirational leadership to staff and students alike.
Teaching and Learning
- To demonstrate high quality, focused teaching which leads to improved outcomes for students.
- To ensure consistent messages for all students of English, which prioritise the most important aspects of reading and writing with absolute clarity.
- To contribute to curriculum plans which embed exam board requirements (Eduqas).
- To develop highly effective and well-resourced schemes of work with regular assessments.
- To plan and deliver impactful intervention.
- To develop high quality resources for revision, intervention or enrichment sessions.
- To lead the introduction of new technologies, such as video conferencing, white board technology, the internet and the academy learning platform.
- To raise students’ and colleagues’ expectations through their own exacting standards.
Assessment, tracking and intervention
- To monitor the implementation of regular, timed assessments which measure student progress on the components of the GCSE Language and GCSE Literature specifications.
- To assess and standardise students’ work in order to improve the quality of data on student performance.
- To help monitor and fine-tune the assessment judgements of departmental colleagues.
- To quality assure end of year predictions.
- To analyse student performance data and conduct question level analysis to ensure that students are appropriately targeted for support.
- Where possible, to attend and quality assure student achievement meetings.
- To provide workshops for students on key borderline grades.
- To provide targeted support for different groups of students, such as more able students or underachieving boys.
- To help monitor the impact of interventions, and recycle that support.
- To review departmental teams and provide feedback, high quality reports and effective action plans and intervention strategies that bring about rapid improvement.
Developing Self and Working with Others
- To strike up positive, constructive working relationships with colleagues and students quickly.
- To inspire confidence when working with students, parents, teachers and Senior Leaders.
- To lead continuing professional development activities within departments, and lead Trust-wide training sessions for English.
- To coach colleagues through demonstration lessons, modelling approaches and team teaching.
- To help teachers experiencing difficulty by observing their teaching, providing a structured programme of advice and support, and giving constructive criticism.
- To participate in working groups and projects, and other professional development activities.
- To develop and maintain a culture of high expectations for self and others.
- To keep up to date with educational development, strategy and thinking.
- To actively pursue your own professional development as a Senior Leader.
- To contribute to the training and development of student teachers and newly qualified teachers.
- Commitment to the Northern Alliance and our vision of transforming students’ life-chances in the North of England.
Other specific duties
- To ensure strict confidentiality in all areas of work.
- To work and process personal and sensitive information in accordance with Data Protection Act 2018 including the General Data Protection Regulations (GDPR) 2018.
- To ensure work is conducted in a way that protects the safety and security of information (e.g. strong passwords, reporting breaches, securing paper records, securely disposing of records).
- To understand and comply with the statutory guidance regarding safeguarding of children, ensuring the safeguarding and promotion of children’s welfare at all times, reporting any concerns to the Designated Safeguarding Officer immediately.
- To comply with the Trust and academy’s policies and procedures at all times.
- To undertake any other duty as specified by the School Teachers’ Pay and Conditions Document not mentioned in the above
- To comply with any reasonable request from a manager to undertake work of a similar level that is not specified in the job description
The Trust is committed to safeguarding the welfare of its students and the successful applicant will be subject to an enhanced Disclosure and Barring Service certificate and checks of the relevant barred list / prohibition lists.
Experience and Knowledge
Key: A = Application, I = Interview And Assessment, R = Reference, C = Certificate
- Graduate with Qualified Teacher Status (QTS)
- Experience of leading rapid and sustainable improvement in at least one English department, which has transformed students’ GCSE outcomes
- An excellent classroom practitioner with proven outcomes
- Have a thorough understanding of the secondary English curriculum
- Experience of monitoring and improving the quality of teaching and learning
- Proven experience in the analysis of performance data, including Raise, for the purposes of raising achievement
- Understanding of school improvement and Ofsted inspection programmes
- Knowledge of current issues facing English departments
- Excellent classroom practitioner with an ability to demonstrate high quality teaching to others
- Ability to offer advice on school-based assessments and on examination preparation for Eduqas examinations
- Enthusiastic, collaborative leader with the ability to forge positive relationships in order to promote the success of English
- Ability to develop intervention strategies that bring about rapid improvement
- Ability to analyse and review departmental teams and provide feedback
- Able to provide clear direction and shared purpose for all students, staff and stakeholders
- Excellent communicator who is at ease with students and colleagues
- Strong negotiation skills and the ability to influence others to the benefit of students
- Ability to use the full range of leadership skills and qualities including emotional intelligence as appropriate to the situation
- Resilient and determined but can also provide support, demonstrate empathy and flexibility, and deal with staff in a sensitive and considerate manner
- Committed to personal development for all staff including themselves
- The post holder will require an enhanced DBS
- Master Degree in English or further study
- Hold AST, SLE or Excellent Teacher Status
- Examiner experience, ideally Eduqas/WJEC (Literature would be beneficial)
- Evidence of leading departmental CPD, or providing CPD in an outreach capacity