Job Title: Assistant Head Teacher –Senior Leadership Team
Responsible to: The Headteacher
Purpose of the job
To provide Leadership and Management of:
1. A teaching phase in order to secure high quality Learning and Teaching.
To support, hold accountable, develop and lead all staff within one key stage and
their teams to ensure the highest standards of teaching, learning, behaviour,
achievement and the well being of all staff and pupils
2. One of the following areas of school improvement:
Leading Learning and teaching for adults and children
Leading Community engagement and Attendance
Leading a core area subject
Key leadership behaviours required for success at this level are:
Self awareness Social awareness
Emotional self awareness Empathy
Accurate self assessment Organisational awareness
Self confidence Service awareness
Self management Relationship management
Emotional self control Developing others
Transparency Inspirational leadership
Adaptability Change catalyst
Awareness of achievement Influence
Initiative Conflict management
optimism Teamwork and collaboration
Ref: The emotional intelligence model developed by Hay Group
Pupils: Upper Key Stage 2, Lower Key Stage 2, Key Stage 1 or
Staff: Teachers and support staff in designated teams
To be responsible for the standards of Learning and Teaching within the specified
school team and to lead by example in good primary classroom practice.
To support and assist all staff to ensure they understand, and are actively
implementing, the key aspects of the school’s behaviour and inclusion policies
To ensure that pupil targets are set, monitored and regularly reviewed by the
members of their teams through Progress Review Meetings and collated termly for
SLT and governors.
To monitor and asses regularly planning, assessment, record keeping and
marking of work by staff assigned to them in accordance with all school policies to
ensure the highest standards of teaching and learning by pupils
To support, monitor, manage and set targets for the professional development of
teachers and support staff in their teams
To deputise all the duties of the DHT in collaboration with any other AH, in the
absence of the DHT
To assist the staff, SLT and governors in the regular school self evaluation
To consult with designated staff and assist with the formulation, communication
and monitoring of the SDP to ensure concerns and ideas are considered and all
staff understand the key school targets and the part they play in achieving these
To support, facilitate and monitor the progress of the designated development
plans to ensure they make a significant contribution to the SDP
To provide regular progress updates to SLT in designated areas to ensure SLT are
fully aware of all successes, issues and concerns in the area
To manage, oversee and evaluate the budget allocations for designated areas to
ensure the budget is spent in line with learning priorities and best value principles
ensuring following internal procedures for financial management.
Conceptual thinking l level 3 uses concepts
Impact and influence level 3 calculates an impact
Drive for improvement level 4 sets and tackles challenging targets
Developing potential level 4 creates development opportunities
Holding people accountable level 4 confronts poor performance
Challenge and support level 4 challenges others in the pupils best interests
Flexibility level 3 changes tack
Analytical thinking level 4 Undertakes analysis of very complex problems
Team working level 4 builds team spirit
Confidence level 4 rises to challenges
Passion for learning level 4 drives for understanding
Community engagement level 4 reconciles diverse and conflicting agendas
Confidence level 4 rises to challenges
All postholders are expected to demonstrate a commitment to Equal Opportunities and a
proven ability to work effectively in culturally and linguistically diverse classrooms.
Applicants must have:
Training and Qualifications:
1. Qualified Teacher Status
2. Training in areas of Senior management
Experience and evidence of:
1. Successful evidence of partnership teaching in mainstream classrooms, including
planning, assessment, delivery, working with additional adults and taking
responsibility for their performance in the classroom
2. Excellent classroom teaching and practice
3. Experience of raising standards through early identification of underachieving pupils
and targeting early intervention.
4. Managing and leading an area of the curriculum.
5. Leading a team, through line management and reviews.
6. Evidence of experience at Senior Management level
7. Strategic decision making
8. Ability to work as part of a team to manage staff effectively
9. Evidence of experience and a commitment to involvement of parents in the learning
Knowledge and understanding of:
1. Successful Early Years, Key Stage 1 and Key Stage 2 practice.
2. Factors that influence the achievement of all pupils and how to raise levels of
attainment for all pupils
3. The principles and practice of effective language support across the curriculum and
the teaching of literacy - making links across the curriculum.
4. The role of assessment and monitoring pupil progress in raising the achievement of
all pupils, the role of monitoring quality of teaching in raising attainment.
5. Practices to create a positive environment for learning
6. Successfully managing teams.
7. Developing partnerships with parents
8. Conflict Resolution and managing difficult situations
Skills and ability to:
1. Maintain records and analyse data and to relate these strategies that promote
achievement at individual, class, team and whole school level.
2. Support all pupils through a range of teaching styles and approaches within
3. Communicate effectively and work as a member of various teams within the school.
4. Assess and monitor pupil progress.
5. Monitor and offer developmental feedback and set targets with staff to improve
quality of teaching (using OFSTED criteria as reference).
6. To be self motivated and have effective time management.
7. To assess situations and take appropriate action, often under pressure.
Appendix of responsibility for members of SLT
All members of SLT have responsibility for Raising Achievement by:
Initiating and leading staff development and training
Ensuring consistency and implementation of policy and management decisions
Maintaining up to date portfolios of work
Undertaking work scrutinies to assess levels of achievement
Being a phase leader
Reporting to SLT
Reviewing staff under line management