Head of EAL

The Head of EAL/Multilingualism supports their school to embed quality provision and drive improvement through our quality assurance framework, the EAL/Multilingualism Roadmap and by committing to continuous engagement with the Learning Improvement Process. The role profile for the Head of EAL/Multilingualism actively contributes evidence of visibility and impact against the 9 criteria of ISP’s Learning Improvement Process, and increasing alignment against ISP’s EAL/Multilingualism Roadmap. The 9 criteria are listed as follows

Criteria 1. Atmosphere

Criteria 2. Shared Ideas

Criteria 3. A Focus on Learners and Learning

Criteria 4 Learning and Teaching

Criteria 5. Evidence of Learning

Criteria 6. Leadership for Learning

Criteria 7. Learning Spaces

Criteria 8. In Partnership with Parents and Carers

Criteria 9. Learning Improvement Planning

Job description:

A) Leading, developing and implementing ISP’s EAL/Multilingualism strategy across the school, including:

1. Developing, improving, agreeing and implementing the school’s EAL/Multilingualism language policy.

2. Identifying and removing barriers to language learning across the school and setting high standards for language provision through collaboration with all stakeholders.

3. Upskilling school learning communities (leaders, teachers, students and parents/carers) about the benefits and processes of multilingual learning, including the value of home languages development, using translanguaging pedagogies and identifying realistic time frames and outcomes for students to progress from developing Basic Interpersonal Communication Skills to CALP.

4. Contributing to enhanced admissions procedures to develop detailed individual language profiles, assess baseline language proficiency, identify possible future pathways and set students and their families up for success in language learning.

5. Identifying and implementing a comprehensive language learning framework to track and monitor student progress across the school.

6. Gather evidence of learning in real time through regular Learning Visits to ensure that all plurilingual learners are either engaged in a ‘good struggle’ or consolidating learning, using translanguaging and other impactful pedagogical practices which reflect the Learning. First methodology.

7. Reviewing evidence of language learning over time such as via MAP growth, GL Assessments and Bell Framework tracking to evaluate the impact of provision, and using this to support improvement planning, target setting and getting better.

B) Working in partnership with key school stakeholders to drive, embed and develop ISP’s EAL/Multilingualism strategy, including:

1. The Regional Head of EAL/Multilingualism/Group Head of EAL/Multilingualism to report and collaborate on school-based initiatives, areas requiring additional support, professional learning opportunities and Roadmap alignment.

2. The school principal and members of the SLT to develop language policy and action planning usingISP’s Learning. First approach and the 9 Criteria of the Learning Improvement Process.

3. The school’s admissions team to support the initial enrolment, language profiling and baseline assessment and induction of plurilingual learners into the school.

4. The school’s ILOS, Life Competencies, Future Pathways and Academic Achievement Leads, to ensure collaboration around Roadmap alignment and the integration of opportunities to develop language learning initiatives.

5. The school’s Head of EdTech, to deliver digital and blended experiences to support and accelerate language learning across the school.

6. Where relevant, the Inclusion team to identify language needs which may be linked to or inclusive of neurodiverse student profiles.

7. Other school-based EAL/Multilingualism heads and specialists within the region to collaborate on developing and implementing best practices, regional learning events and to support, review and improve language provision.

8. Teachers across the school to ensure that Knowledge, Skills and Understanding (KSU) related to EAL/Multilingualism are developed and embedded in all planning and learning design.

9. Where relevant, mentoring and supporting Teaching or Learning Assistants within the school and identifying opportunities and activities to support their professional development.

10. As referenced in the role profile, active and regular engagement with parents and carers, to ensure that key KSU about the school’s approach to EAL/Multilingualism are widely shared and embedded, while detailed understandings about individual students’ needs, profiles, progress and next steps are communicated openly and accessibly.

C) Designing and facilitating language learning across the curriculum, including:

1. Collaborating regularly with Key Stage leaders and department heads to ensure that responsive and adaptive teaching practices are in place to support and accelerate language learning across the curriculum.

2. Leading on the sourcing, adaptation and development of a repository of resources across the curriculum to support and scaffold learning for plurilingual learners.

3. Supporting any Teaching and Learning Assistants and other staff to develop their own language/s learning where appropriate, by accessing tools and professional language learning opportunities to engage with.

4. Where appropriate, planning and delivering learning opportunities through co-teaching and sheltered instruction models designed to support plurilingual learners in class.

5. Delivering high quality language learning opportunities for plurilingual learners up to, but no more than 50% of contracted contact hours dedicated to the planning, teaching and administration of learning programmes.

6. Where appropriate, conducting action research into key focus areas related to the development of language learning within the school.

Role Requirements:

• A bachelor’s degree and a recognized, language-related postgraduate teaching qualification or

equivalent.

• At least 5 years of teaching experience within a recognized educational organization, ideally

internationally.

• The ability to lead and collaborate within a team, supporting a positive and proactive school culture.

• High levels of intercultural awareness and a commitment to diversity, equity and inclusion.

• The ability to differentiate and adapt effectively for students across a range of linguistic backgrounds, abilities and stages of development.

• The ability to use data points across the school to track progress and adapt programmes to develop highly personalised language learning pathways; the ability to visualise and share this data with different stakeholders to drive improvements.

• A B2 level of proficiency in at least one additional language and/or the willingness to learn one, in addition to some experience working with learners of determination.

• The ability to lead or support extra-curricular language-based or other activities, such as virtual language exchange programmes run by our International Learning Opportunities team.

ISP’s Commitment to Safeguarding Principles:

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All postholders are subject to appropriate vetting procedures and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

Closing date for applications Wednesday 31 July 2024 however interviews may take place ahead of this date so an early application is advantageous. Please provide the details of 3 referees with your application.