JOB DESCRIPTION
Job Title:
Progress Leader Key Stage 4
Location:
Alde Valley Academy, Seaward Avenue, Leiston, Ipswich, IP16 4BG
Reporting to:
Neil Ketteringham
Prepared date:
September 2015
Job Summary
The Progress Leader is a pivotal role within the academy and as such will provide dynamic, consistent and
motivational leadership for the Key Stage, setting high aspirations, promoting a can-do culture and deciding
priorities.
Main Duties and Key Responsibilities
1.

Leadership and Management
To model strong leadership and support teachers in leading and managing the students within their
group.

To give clear direction and support to all non-teaching staff associated with the key stage.

To work with all relevant colleagues to ensure students are placed within the correct teaching groups
and to ensure the smooth transition between key stages.

To hold teachers, who teach students in the Key Stage, to account for the quality of their teaching and
learning and the progress of ALL students they are teaching.

To ensure high quality teaching and learning is being delivered during form time.

To ensure high quality teaching and learning is being delivered during PSHE/SMSC lessons.

To lead by example.
2.

Improvement planning; monitoring, evaluating and reviewing:
In collaboration with Post 16 staff, subject leaders, teaching and support staff provide a vision for the key
stage that strives for continual improvement.

To complete a Key Stage Development Plan and School Evaluation Plan

To undertake on-going monitoring and evaluation of learning and teaching and, with other school
leaders, management of the formal review process (appraisal).

To monitor progress against the Development Plan reporting regularly to the Senior Leadership Team.

To sharply define issues through effective use of data and other information to diagnose, analyse,
interpret and inform planning.

To adhere to school policies and deadlines.

To use initiative to remove barriers to learning for our students

To ensure high quality and accurate reports are written by all teachers for the Key Stage
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
3.
To lead on key events e.g. parents’ evening and also enrichment activities.
Students:

To foster a positive attitude within students and to be mutually responsible for learning and progress
within the Key Stage.

To employ the use of data to monitor individual student, class, year and cohort progress and set targets
for improvement.

To share concerns regarding the academic progress of students within the Key Stage with Faculty
Leaders, and the Senior Leadership Team where appropriate, formulating joint actions plans and
brokering intervention and support to address areas of improvement.

To pro-actively solve problems and provide or organise support where appropriate.

To maintain positive working relationships with parents in support of their children’s academic progress
including parents’ evenings.
4.
Resources



5.
To ensure appropriate use is made of Key Stage resources (financial, capital and human) to ensure the
key stage provides value for money.
To work with the Senior Leadership Team in order to ensure that Key Stage commitments are
effectively and efficiently timetabled.
To ensure that full, accurate and up to date records of students’ academic progress are maintained
and used with classes to inform teaching and learning
Other professional requirements

Have a working knowledge of teachers’ professional duties and legal liabilities.

Operate at all times within the stated policies and practices of the Academy, promoting their use at all
times.

Establish effective working relationships with all Academy stakeholders and set a good example
through their presentation and personal and professional conduct.

Endeavour to give every child the opportunity to reach their potential and meet high expectations.

Contribute to the life of the Academy through effective participation in meetings and management
systems necessary to co-ordinate the management of the Academy.

Take responsibility for their own professional development and duties in relation to Academy policies
and practices.

Liaise effectively with support staff and governors.

Take on any additional responsibilities which might from time to time be determined.

Contribute to the ethos of the Academy as a caring, supportive institution where an outstanding
education for all is the goal.

Be aware of Health and Safety issues linked to their teaching area, including fire exit procedures.
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6.
Dignity at work:

7.
To show, at all times, a personal commitment to treating all students and colleagues in a fair and
respectful way, which gives positive regard to people’s differences and individuality (for example, their
age, gender, ethnicity, sexual orientation, disability or religion) and assist in ensuring equal access to
education opportunities for everyone.
Other Duties
Carry out other duties as directed and commensurate with the general level of responsibility of the post.
Whilst every effort has been made to explain the main duties and responsibilities for the post, each individual
task undertaken may not be identified, especially in the context of a new and growing school which requires
flexibility in all of its employees.
This job description is current at the date shown but, in consultation with the postholder, may be changed by
the Principal to reflect or anticipate changes in the job commensurate with the grade and job title.
Person specification
Qualifications and skills

Qualified Teacher Status

Evidence of recent professional development for a Middle Leadership role.
Experience

The ability to lead and inspire a team of people to develop high quality outcomes

Experience of working in more than one school

Experience of successful strategies for raising children’s achievement and educational development,
promoting students’ spiritual, moral, social and cultural development and their good behavior

Understanding and experience of managing and adapting data at different levels in order to measure the
quality of teaching and learning. Experience of best practice in assessment techniques and curriculum
development

The ability to plan strategically and to set clear aims and objectives

Experience of leading innovation, creativity and change in school and wider educational context

Experience of operational management, including monitoring and self-evaluation strategies to achieve and
maintain the highest standards of teaching and learning, student outcomes and quality of provision and
efficiency

Experience of successfully establishing effective links with the local community and working with a range of
partners, both within and outside the world of education

The ability to establish effective organisational structures, systems, policy and practice including
safeguarding.
Skills and knowledge

Able to communicate effectively, orally and in writing
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
Able to demonstrate effective planning and teaching skills

Able to present confidently to a large group of students

Able to work with others to achieve common goals

Able to use/analyse assessment data systems to raise standards

Able to provide clear direction and to inspire, motivate and enthuse others

Confident in own ability to be effective and to take on challenges

Good ICT skills

Able to form good working relationships with all staff and students

Effective behavior management

Able to support staff and students in maintaining high standards

Efficient and effective administrative, organisational and personal management.
Personal attributes

Enthusiasm, motivation and a passionate commitment to raising standards and achieving the highest
standards of achievement for young people

The ability to think strategically and creatively in order to prioritise demands and identify future
opportunities for the school

Excellent interpersonal and communication skills and the ability to inspire confidence, trust and respect

Excellent people management skills and the ability to communicate at different levels effectively and
encourage individuals to contribute ideas

The ability to improve performance at all levels through coaching and mentoring colleagues

A track record in communicating with a wide range of audiences, including high level writing skills

Willingness to consider new approaches and to think outside the box

Resilience and the ability to manage in high pressured environments

A sense of humour.
Equal opportunities

Understanding of equal opportunity issues and an ability to demonstrate strategies to challenge
discrimination and prejudice

A commitment to inclusive education

An understanding of health and safety issues.
Disclaimer
The job duties, elements, responsibilities, skills, functions, educational factors and the requirements and
conditions listed in this job description are representative only and not exclusive of the tasks that any
employee may be required to perform. Bright Tribe Trust reserves the right to revise this job description at any
time.
Bright Tribe Trust is an Equal Opportunities Employer
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