An exciting opportunity has arisen through this innovative post to not only help support school leaders in the current period of significant educational reform, but also help shape and inform future developments in securing sustainable school improvement.
The University of Worcester is well placed to build the professional capital of education leadership and bring local coherence to an increasingly complex education system. The University has a proven record of accomplishment for supporting leadership development over recent years where unprecedented change has created new opportunities and challenges within the system.
UW holds a unique position to support the mobilisation of system leadership in education; the University is a trusted brand bringing what leaders describe as ‘refreshing’ neutrality that allows for the development of central tenets of highly effective collaboration. Over last six years, the University has secured highly effective collaborations in clusters of schools locally, regionally and nationally and there is increasing demand for developing this offer further.
The successful applicant will further strengthen the high quality work of the University by engaging with leaders across a range of education settings. The overarching aim is to sustain and increase University activity in this area of work, ultimately raising performance levels and outcomes for young people. The successful applicant will be able to command the respect of a wide range of stakeholders at national, regional and local level by being able to demonstrate outstanding skills in delivering high quality school improvement and leadership development. You will be a strong team player, with excellent relationship management skills and be able to work effectively with a range of external and internal stakeholders.
It is essential, through programme delivery, networking and collaborative working, that the appointed person stay at the forefront of thinking, is mindful of ‘next practice’, creating and profiling a sense of being a member of a high quality ‘neutral’ organisation that is at the cutting edge of school improvement and leadership development. You will have an awareness of the international landscape and the findings from leading think tanks such as PISA and OECD. This post will require research and enquiry as being high priority and the successful candidate should have a good understanding of the skills needed for actively seeking new projects and work streams including contributing to tenders and bid writing process.
Interview to include a 10-minute presentation to the interview panel on -
The University of Worcester has developed a wide portfolio of school improvement/school leadership work. What are the challenges facing us as a HEI sector in relation to this area of work and what do you see as the next opportunities in the current educational context?
Closing date: Wednesday 15 Nov 2017
Reference number: IE1717 - 3446
- Job details
- AC4 £49,149 - £56,950 p.a with opportunity to progress to £60,410 p.a
- Full time
- April 2018 or as soon as possible
- Responsible to
- he Deputy Head of Institute (Quality) but working under the immediate direction of the Education School Improvement Lead
- Interview date
- To be confirmed
Institute of Education
“Our high quality programmes provide innovative and intellectually stimulating teaching, producing the very best professionals to support children, young people and their families.”
Ann Jordan, Head of Institute
The Institute of Education is a large and vibrant Institute which comprises of four Centres; the Centre for Children and Families, Centre for Primary Education, Centre for Secondary & Post-compulsory Education and the Centre for Education & Inclusion. Our overarching mission is to engage in high quality, relevant and informed learning and teaching, underpinned by excellent research. We aim to produce inspirational leaders in education in its broadest sense and produce highly skilled and excellent graduates who will make a positive contribution to society. Our work supports and upholds the overall aims of the University Strategic Plan and we are committed to providing outstanding education and continuing professional development. We are at an exciting time in our development and aspire to continue to build on the excellent progress we have already achieved.
As a large Institute, each year there are over 700 students training to be teachers at undergraduate and postgraduate level; over 400 students undertaking a range of undergraduate programmes in early childhood and education studies; over 400 students undertaking full and part-time Foundation Degrees in early childhood, learning support and learning and teaching; and around 260 students undertaking Masters or other postgraduate level work. We also have a growing number of full and part-time doctoral students in Education.
Working together, with over 500 schools, academies and colleges, we aim to motivate and empower our students to reach their full potential through excellent, innovative teaching and high quality placements in order to make a transformational contribution to local communities and wider society. All of our provision is based on the strong principles of exceptional partnership and developing reflective professional practice. We have developed strong partnerships locally, regionally and nationally and we embrace new and exciting developments in a range of provision from Early Years through to Further and Higher Education.
The IoE already has an increasingly diverse academic portfolio including Foundation Degrees for the wider educational and early years workforce; undergraduate provision in Teacher Training, Early Childhood and Education Studies; Primary and Secondary PGCE programmes and a range of other school based teacher training through SCITT and School Direct routes, an extensive postgraduate education programme which consists of school-based Masters programmes as well as other taught provision; and research degrees provision including Education Doctorates, MPhil/PhD and PhD by portfolio. The IoE has a very strong profile in gaining and successfully delivering externally funded work which also include a number of contracts in the field of school improvement and working with middle and senior leaders.
Following its successful submission to the REF (2014) there continues to be a strong and growing research culture in the IoE with a focus on research that informs practice and in particular, but not exclusively, the teaching and learning that we offer. All academics are expected to contribute actively to this important agenda and we are committed to working towards a sustainable research environment, which supports staff at all stages of their careers to develop as researchers and also to enhance a research culture which is vital and motivating.
The quality of our programmes and our reputation is rated very highly regionally, nationally and internationally. Initial Teacher Education has regularly achieved exceptional grades in its Ofsted Inspections with Primary ITE, Secondary ITE & FE all being graded as good with outstanding provision, and our Early Years ITT having achieved the highest possible outcome in the QAA audit reports of 2013 and 2014.
- Main duties
With responsibility to the Deputy Head of Institute (Quality) and working under the immediate direction of the Education School Improvement Lead,, the successful candidate will:
1. Effectively lead and contribute to the IoE’s ambition to build the professional capacity and leadership talent of the education workforce, forging new business in areas of school system reform and leadership consultancy.
2. Make a significant contribution to the strategic development of the IoE at a regional and national level, bringing creativity, forward looking and innovative thinking and action.
3. Both lead on and support internal IoE staff and any established external programmes of work of the IoE to develop skills in:?
Designing and delivering external consultancy, training programmes and other entrepreneurial activities.
Seeking and progressing successful contracts for new external business activities and related funding.
4. Actively seek and achieve external funding and grants to support future developments.
5. Engage personally with and contribute actively where appropriate to the research and publications profile of the Institute of Education.
6. Undertake any other reasonable duties as requested by the Head of Institute.
*Maintain personal and professional development to meet the changing demands of the job; participate in appropriate training activities and encourage and support staff in their development and training.
*Take steps to ensure and enhance personal health, safety and well being and that of other staff and students.
*Carry out these duties in a manner that promotes equality of opportunity and supports diversity and inclusion, and takes into account the University's commitment to environmentally sustainable ways of working.
- Person specification
Please provide evidence of how you meet each of the essential criteria.
1. A first degree or equivalent in a relevant subject area and Qualified Teacher Status.
2. Higher qualification such as Masters (completed or underway) and/or related recognised professional qualifications such as NPQH or similar leadership in the field of Education.
3. Excellent experience and reputation as an effective leader in the field of education with up-to-date understanding of local and national education issues.
4. Experience of contributing to, or making effective use of, practice/evidence based research in order to inform educational development
5. Clear evidence of successfully leading and undertaking regional work in education, working with a range of partners, stakeholders and agencies.
6. Ability to communicate confidently and clearly with a wide range of people, both orally and in writing combined with good IT capabilities
7. Enthusiasm, flexibility and commitment with effective interpersonal skills.
8. Ability and willingness to travel throughout the region and nationally.
1. Experience in leading effective partnerships and collaborations in education.
2. Sustained strategic work with external organisations e.g. Diocese, Local Authority, Multi Academy Trusts, and Teaching School Alliances.
3. Experience of effective facilitation, coaching or mentoring for education leaders.
4. Experience of achieving external funding/contracts and leading projects to successful completion.
5. Commitment to experience of undertaking research both to inform your own development and practice in the field.
Applications from Non EEA Workers:
Prospective applicants are advised to ensure that they are eligible to work in the UK without restriction.
Prospective applicants in points-based system immigration routes should assess their circumstances against the published criteria, which are set out on the GOV.UK website at www.gov.uk/browse/visas-immigration.
Visit www.naric.org.uk/visasandnationality for more information on how you can use a qualification from outside the UK to meet the requirements of the immigration rules.
Unspent convictions, cautions and bind-overs:
The University is strongly committed to the fair treatment of its staff and potential staff, regardless of race, gender, religion, sexual orientation, responsibility for dependants, age, physical/mental disability or offending background.
In line with the University's policy on the Recruitment of People with a Criminal Record, shortlisted candidates are required to provide information of any unspent convictions, cautions and bind-overs. Applicants are advised to seek independent advice if there is any doubt about the status of a previous conviction, caution or bind-over. Disclosures will only be considered at the point when an offer of employment is made. The existence of a criminal record will not in itself prevent you from gaining employment.
This is a description of the job as it is presently constituted. This job description is intended to enable a flexible approach to be offered working across the University as required. It is subject to review and amendment in the light of changing needs of the University and to provide appropriate development opportunities. Members of staff are expected to participate fully in discussions about changing requirements and it is the University's aim to reach agreement to reasonable change. If agreement is not possible, it reserves the right to require changes to the job description after consultation with the individual concerned.