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  • Ref no: FIF17098
  • Published: 26/10/2020
  • Closes: 1/11/2020
  • Location: Balwearie High School, KY2 5LY
  • Salary: £65,046.00 per year
  • Contract Type: Permanent
  • Position Type: Full Time
  • Hours: 35 hours per week

This position has expired.

Job Description

Interview Date: Week commencing 9 November 2020

Before applying for this job, it is important that you read the Applicant Guidance by clicking here and the attached Job Pack. These explain the job role and the type of person we are looking for. The main terms and conditions of employment are also available via the above link.

It is expected that the DHT will provide strong leadership. The DHT will develop a vision for change which leads to improvements for learners based on shared school values and robust evaluation of evidence of current practice and outcomes. The DHT will be expected to mobilise, enable and support staff to develop and follow-through on strategies for achieving change. The DHT will provide effective leadership and management through strategic and operational implementation and maintenance of the practices and systems required to achieve change.

The DHT is responsible for the well-being, equality, inclusion and behaviour management of a year group in addition to certain whole school policies and linking with a number of faculties to ensure excellence in learning and teaching resulting in maximum levels of attainment and achievement for young people.

At some time in the future, following consultation, the post remit and responsibilities may change in-line with school, local and national priorities.

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Requirements

The post-holder will be a proactive member of the Senior Leadership Team (SLT) and the post will incorporate whole school responsibilities and duties. These will relate principally to curriculum development, learning and teaching, behaviour management, quality improvement through self-evaluation and supporting whole school initiatives.

The post-holder will be aware of current educational research and effective pedagogical practice to maximise the learning experience and will demonstrate ability to ensure that policies are implemented successfully.

The post-holder will make an effective contribution to achievement of the four capacities and the National Improvement Framework (NIF) Priorities:

  1. Improvement in attainment, particularly in literacy and numeracy
  2. Closing the attainment gap between the most and least disadvantaged children and young people
  3. Improvement in children and young people's health and wellbeing
  4. Improvement in employability skills and sustained, positive school-leaver destinations for all young people

Responsibilities

  • To lead by example by consistently modelling behaviours reflective of shared school values:

    • Engaging in collaboration with other professionals across the school, Fife E&CSD and the SEIC.
    • Promoting a climate of team working and collegiality within the curricular area and the school.
    • Capitalising on every opportunity to demonstrate a genuine interest in learners and staff.
    • Setting the highest expectations of self and others.
  • To strategically lead a team of staff by effectively mobilising, enabling and supporting them to develop and implement strategies in order to achieve change and improvement:

    • Providing high quality advice, challenge and support to staff in respect of professional conduct, behaviour management, continuing professional development, the annual PRD/PU process and resource management.
    • Through professional engagement raise awareness of current research and best practice.
    • Through regular clear communication.
    • Through development and implementation of a school improvement plan.
    • Through a relentless focus on facilitating consistent high quality learning.
  • To effectively manage the operational implementation and maintenance of practices and systems required to achieve improvement and change:

    • Managing consistent high quality informal feedback to staff.
    • Managing consistent high quality formal feedback to staff, learners and families.
    • Ensuring GIRFEC wellbeing indicators are understood and implemented.
    • Ensuring awareness and understanding of protected characteristics in curriculum design and delivery. Protected characteristics must also be taken into account with regard to faculty systems and processes.
    • Ensuring the needs of all learners are met e.g. consistent application of strategies noted in pupil proactive management plans.
    • Participation in the recruitment of staff in line with school and authority procedures.
    • Liaising with colleagues to ensure collection of accurate data for assessments, SQA examinations & post-results service, construction of internal assessment/examination arrangements and accurate SQA presentation information.
    • Managing any available budget devolved in consultation with all members of the team to determine spending priorities.
    • Co-ordinating the implementation of effective behaviour management systems within the curricular areas reflective of the whole school Better Relationships, Better Learning, Better Behaviour Guidelines.
  • To robustly evaluate evidence of current practice and outcomes leading to improvements for learners:
    • Including analysis of attainment data available at faculty and school level, but also on national digital platforms such as Insight.
    • Including rigorous self-evaluation using frameworks such as How Good Is Our School 4 and HGIOS: A resource to support learner participation in self-evaluation and school improvement. Including triangulation of evidence-based information and data, people’s views and direct observation of practice involving staff, learners, parents and other relevant partners.

WHOLE SCHOOL RESPONSIBILITIES

  • Assist with the maintenance of whole school discipline including participation in the whole school duty rota and the supervision of pupils’ out-with timetabled classes to ensure good order within the school.
  • Support the development of extra curricular activities and aspects of the wider life and work of the school.
  • Responsible for a number of whole school strategic policies.

The Individual

QUALIFICATIONS, SKILLS AND KNOWLEDGE

As per person specification.

 

 

ACCOUNTABILITY

The DHT will be accountable to the Headteacher.

STAFF DEVELOPMENT

Fife Council Education and Children’s Services is committed to a policy of staff development.   Staff will be expected to participate in training and learning events as appropriate to their professional needs and as provided and agreed by Education and Children’s Services

GENERAL

The post-holder will be expected to undertake such short-term duties as might reasonably be expected by the Headteacher and undertake the normal duties of a DHT as set out in Annex B of 'A Teaching

Profession for the 21st Century.'

Whilst demonstrating these competencies, in Fife Council our How We Work Matters framework is at the heart of our local authority. Our Depute Headteachers will be responsible for being a role model by displaying and promoting behaviours that are expected of all council employees: 

  • Take ownership
  • Focus on customers
  • Work together
  • Embrace technology & information
  • Deliver results

For further information please contact: Neil McNeil or Gordon Wardrope at balweariehs.enquiries@fife.gov.uk or call 01592 583402

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