Headteacher Person Specification for Archbishop Courtenay Primary School
Criteria / Essential / Desirable / How IdentifiedQualifications / Ø Qualified Teacher status
Ø NPQH
Ø Evidence of professional development in school leadership and management / ü
ü
ü
Experience / Ø Successful strategic leadership and management experience as Head, Deputy Head or Assistant Head in a range of schools for primary age children.
Ø Senior management experience of Inclusion and SEN provision in a primary school setting (especially with ASD pupils)
Ø Senior management experience of an Autism / PD / Nursery Unit
Ø Evidence of experience across full primary range including Foundation stage
Ø Be passionate about children’s learning and development, and understanding the needs of individual children in education / ü
ü
ü / ü
ü
Evidence of strategic leadership and impact / Shaping the future
Ø Establishing the school vision and articulating it so that it is understood by others and acted upon
Ø Leading creative and innovative contributions to strategic plans that realise the vision and sustain school improvement
Ø Working with others to create a positive, inclusive climate and carry the school vision forward, taking account of the diversity, values and experience of the school and its community / ü
ü
ü
Criteria / Essential / Desirable / How Identified
Evidence of strategic leadership and impact / Leading Learning and Teaching
Ø Determining, organising and implementing the curriculum and establishing creative, responsive and effective approaches to learning and teaching (including the appropriate use of new and emerging technologies)
Ø Using appropriate data to monitor pupils’ progress, set stretching targets and identify areas for improvement
Ø Securing high standards of behaviour and attendance and ensuring an ethos of challenge and support where pupils can achieve success / ü
ü
ü
Developing Self and Working with Others
Ø Working collaboratively with others to build an open, fair and equitable learning community. Contributing to provide for effective staff induction and professional development
Ø Managing own workload and the work of individuals and teams effectively, providing support when necessary and delegating where appropriate
Ø Reviewing the performance of staff and taking action when performance is unsatisfactory / ü
ü
ü
Criteria / Essential / Desirable / How Identified
Evidence of strategic leadership and impact / Managing the Organisation
Ø Implementing clear and appropriate evidence based improvement plans and policies and monitoring, evaluating and reviewing their effects
Ø Managing the efficient and effective day-to-day running of the school (including the use of new and emerging technologies, where appropriate, to improve organisational effectiveness)
Ø Managing the school’s environment as well as the financial and human resources effectively and efficiently to achieve the school’s educational goals and priorities / ü
ü
ü
Securing Accountability
Ø Leading school self-review and using its outcomes, along with a range of other evidence, in monitoring and evaluating aspects of school life
Ø Ensuring that staff accountabilities are clear and are regularly monitored, evaluated and reviewed
Ø Presenting information about the school’s performance to a range of audiences including governors, parents and carers / ü
ü
ü
Criteria / Essential / Desirable / How Identified
Evidence of strategic leadership and impact / Strengthening Community
Ø Leading the development of a school culture and curriculum which take account of the richness and diversity of the school’s communities and promote positive strategies for challenging prejudice
Ø Enhancing the value of the school to the wider community (including parents and carers and other schools) and involving that community in enriching the learning experiences of pupils
Ø Collaborating with other agencies, and with parents and carers, to ensure pupils’ well-being and improve their achievement and personal development / ü
ü
ü
Criteria / Essential / Desirable / How Identified
Emotional Intelligence Competencies / Ø Self-awareness
o Emotional self-awareness- Recognise how our emotions affect our performance
o Accurate self-assessment - Knowing one’s own inner resources, abilities and limits.
o Self confidence- Have a strong sense of one’s self-worth and capabilities / ü / ü
ü
Ø Social-awareness
o Empathy- Sensing others’ feelings and perspectives, and taking an active interest in their concerns.
o Organisational awareness - Reading a group’s emotional currents and power relationships
o Service orientation - Anticipating, recognising and meeting customers’ or clients’ needs / ü / ü
ü
Emotional Intelligence Competencies / Ø Self-management
o Emotional self-control- Keeping disruptive emotions and impulses in check
o Transparency - Maintaining integrity, acting congruently with ones values
o Adaptability - Flexibility in handling change
o Achievement orientation - Striving to improve or meeting a standard of excellence
o Initiative - Readiness to act on opportunities
o Optimism - Persistence in pursuing goals despite obstacles and setbacks / ü
ü / ü
ü
ü
ü
Criteria / Essential / Desirable / How Identified
Ø Relationship management
o Developing others - Sensing others’ development needs and bolstering their abilities
o Inspirational leadership - Inspiring and guiding individuals and groups.
o Change catalyst - Initiating or managing change
o Influence - Having impact on others
o Conflict management - Negotiating and resolving conflict.
o Team work and collaboration - Working with others towards a shared goal. Creating group synergy in pursuing collective goals. / ü
ü
ü
ü
ü
ü
Safeguarding Children: Safe Recruitment and Selection / Ø In addition to candidates’ ability to perform the duties of the post, the interview will also explore issues relating to safeguarding and promoting the welfare of children including:
o Motivation to work with children and young people
o Ability to form and maintain appropriate relationships and personal boundaries with children and young people
o Emotional resilience in working with challenging behaviours; and, attitudes to use of authority and maintaining discipline. / ü
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