Job Opportunities at African Leadership Academy

Key tasks and responsibilities:

Teaching

• Teach students according to their educational needs, including the personalized planning and marking of work to be carried out by each student in accordance with school policy.
• Set appropriate, realistic yet demanding expectations for each student's learning, building on their prior attainment/knowledge.
• Ensure that the seven traits are reflected in the learning experience of students.
• Assess, record and report on the attendance, progress, development and attainment of students and to keep such records as are required.
• Ensure a high-quality learning experience for students that meets internal and external quality standards.
• Use a variety of delivery methods which will stimulate learning appropriate to student needs and demands of the syllabus.
• Track student progress and use information to inform teaching and learning.
• Maintain discipline in accordance with the school’s procedures, and encourage good practice with regard to punctuality, behaviour, appearance, and standards of work.

Planning and Preparation

• Assist in the development of appropriate syllabuses, resources, schemes of work, marking policies and teaching strategies in the curriculum area and department.
• Contribute to the curriculum area and department’s development plan and its implementation.
• Plan and prepare carefully differentiated courses, lessons and resources that follow the school’s approach to curriculum design and implementation.
• Contribute to the whole school’s planning activities.
• Assist the Head of Humanities and Director of Teaching and Learning in ensuring that the curriculum area provides a range of teaching which complements the school’s strategic objectives.
• Assist in the process of curriculum development and change to ensure the continued relevance to the needs of students, examining and awarding bodies and the school’s mission and strategic objectives.

Co-Curricular Activities  

• Lead one co-curricular activity to support the holistic development of students.

Student Success/Advisory

You may serve as a faculty advisor for up to 12 students as they navigate a transformative journey of academic, personal, and social growth. In this role you will be expected to:

• Promote the general progress and well-being of all students, particularly those within the designated Advisory Group.
• Liaise with the Student Success Team and Heads of Year to ensure the implementation of the school’s student support system.
• Evaluate and monitor the progress of students and keep up-to-date student records as may be required.
• Contribute to the preparation of individual education plans, progress files and other reports.
• Alert the appropriate staff to problems experienced by students and make recommendations as to how these may be resolved.
• Apply the school’s behaviour management and safeguarding systems effectively and accurately.
• Communicate effectively with the parents of students as appropriate.
• Where appropriate, communicate and cooperate with persons or bodies outside the school.
• Follow agreed policies for communications in the school.
• Take part in community activities including, but not limited to parents’ conferences, open days and parental workshops.

Staff Development and Growth  

• Ensure continual professional development through the identification and implementation of your own Personal Development Plan
• Take part in the school’s staff development program by participating in arrangements for further training and professional development.
• Continue your professional development in the relevant areas including subject knowledge, teaching methods and curriculum-based training provided by examination boards.
• Engage actively in the performance management review process.
• Contribute to the process of monitoring and evaluation of the curriculum area/department in line with agreed school procedures, including evaluation against quality standards and performance criteria.
• To seek/implement modification and improvement where required.

Person Specification:

Essential        

Behaviours

• Uphold the values and ethos of the school by actively promoting an emotionally secure, warm, stimulating, and safe environment appropriate to the needs of the individual pupils and their families.
• A commitment to safeguarding and promoting the welfare of children and
• Professionalism and consideration of the well-being of children.
• Respect for all members of the community, irrespective of position, gender, age, ethnicity, and sexual orientation.
• A positive, resilient, and solution-focused attitude to working life.
• A flexible approach and a willingness to get involved wherever needed.
• Commitment to contributing to the wider life of the ALA community.

Skills and Knowledge

• A clear understanding of the needs of older teenagers and their developmental stages.
• Ability to work in a way that promotes the safety and well-being of older teenagers.
• ALA is academically rigorous. All staff need to be comfortable guiding highly able students and supporting their progress to the world’s best universities.
• The ability to work with other subject areas to “blend” student learning.
• The ability to facilitate learning in older students.
• Effective communication and engagement with children and their families.
• Open to exploring innovative approaches from across the educational field.
• Organisational, administrative and IT skills.

Qualifications and Experience

• Fully qualified with an appropriate education degree, or a Bachelor’s degree and an internationally recognised high-quality postgraduate qualification in education.
• A minimum of three years of teaching experience.
• Evidence of relevant and challenging continuing professional development.

Desirable

• Post-graduate qualifications in education
• Experience in a school delivering the Cambridge curriculum or equivalent.
• Experience teaching more than one subject in the Humanities (Geography/History/Africa Studies/Global Perspectives/Economics/Business Studies)
• Experience teaching students in the 16 – 18 age range.
• Experience in international education.
• Previous experience working with students for whom English is not their first language.
• The ability to offer more than one subject in the Humanities (Geography/History/Africa Studies/Global Perspectives/Economics/Business Studies)
• Knowledge of the digital culture of schools, and ability to use new technologies through innovative, future-focused methodologies.
• Knowledge of the rapidly changing sector internationally.

go to method of application »

Key tasks and responsibilities:

Strategic Leadership

• Develop and implement the pastoral strategic development plan, ensuring it reflects our context and the needs and aspirations of our students’ parents, and other major stakeholders.
• Coordinate the pastoral strategy, policy, and practice in the Academy in conjunction with the Dean of the Academy.
• Ensure that pastoral and academic matters align and are working with the Director of Teaching and Learning (DTL) in the best interests of students.
• Develop and promote a collegial working environment, where pastoral staffulty feel empowered through appropriate consultation and communication and prioritising their individual professional growth in the context of whole school improvement.
• Develop and maintain excellent parental relationships, ensuring a high level of communication and consultation, so that parents feel fully involved with the residential and co-curricular life of their child.
• Produce a regular detailed boarding report to the Dean, indicating successes, areas for improvement and provisions for ensuring financial efficiency.

Financial Management

• Prepare and manage the pastoral budgets effectively through good planning and resource management.
• Liaise with Operations and Finance, ensuring that pastoral budgets are effectively, efficiently, and rigorously managed.

Residential Experience           

• Lead the day-to-day operations of boarding; maintaining and enhancing the quality of provision, promoting boarding as a caring, nurturing, and supportive environment dedicated to the wellbeing and education of students.
• Maintain the highest standards for boarding in line with the international boarding schools’ best practices.
• Maintain positive relationships within and between the boarding houses, ensuring that students are supported academically, socially, physically, mentally, and emotionally.
• Ensure continuity and consistency of practice and policy across the Houses.
• Manage and liaise with house and academic staff in producing and managing boarding supervision rotas, holiday pick-up/drop-off arrangements, beginning and end-of-term programs, and other administrative requirements.
• Partner with Operations to ensure the safety and security of residents.

Co-curricular experience         

• Coach, mediate and supervise the student leadership groups.
• Collaborate with academic HODs on key community activities that engage the students.
• Identify, encourage and facilitate the organisation of spiritual activities and faith-based initiatives.

Safeguarding  

• Commitment to safeguarding and promoting the welfare of children and young people by ensuring that all staff, and those connected to the school, share this commitment and responsibility.
• Take seriously the responsibility to safeguard and promote the welfare of children, and to work together with others to ensure adequate arrangements within the School help to identify, assess, and support children who are suffering harm
• Work with House staff, ensuring that world-class safeguarding policies and health and safety procedures are implemented effectively in each House.
• Manage and implement policies related to matters such as missing students, bullying, online safety and access, and device use and policies.

Staff Development and Growth

• Provide coaching and mentoring of staffulty to ensure professional dialogues are happening across residential space and are linked closely to the progress and development of the students.
• Work closely within the Dean’s Team to ensure the pastoral CPD calendar reflects whole school strategic priorities and lead staff CPD sessions particularly in relation to the pastoral provision.
• Support staff professional growth, providing a range of opportunities for professional collaboration and ensuring that individuals within the pastoral space are fully supported in meeting their professional development goals.
• Ensure robust annual review of residential staff’s professional performance.
• Ensure that all staff, through regular briefings, bulletins, and meetings, are consulted on and kept up to date on academic matters and key school events.
• Work with the Dean on the recruitment of boarding staff.

Medical support for students

• Ensures the standards and quality of health care are maintained.
• Collaborate with the school medical staff and consulting doctors to devise and maintain all administration structures and procedures necessary to deliver an effective first aid service and delivery.
• Oversee all first aid requirements, structures, and processes throughout the school for students through the Senior nurse.
• Manage all contracts with external agencies related to health care for students (including but not limited to medical doctors, health insurance, etc.)
• Liaise with necessary bodies to ensure the delivery of necessary vaccination programs.

Communication          

• Maintain, in association with the Dean and Deputy Dean, open communication with parents by working in partnership with them through consultation and sharing of information about the pastoral needs and progress of the students.
• Participate in and lead information sessions for parents as part of our parent partnership programs (Dejen).
• Actively establish good relations with parents and visitors to the school.
• Support with the organisation of school functions open to parents and members of the public.
• Attend marketing events as required.
• Lead and prepare pastoral literature for parent information and school marketing.
• Ensure that all staff, through regular briefings, bulletins, and meetings, are consulted on and kept up to date on pastoral matters and key school events.

Person Specification:

Essential        

Behaviours  

• Respect for the views of parents and a commitment to the importance of the involvement of parents in the learning process.
• Uphold the values and ethos of the school by actively promoting an emotionally secure, warm, stimulating, and safe environment appropriate to the needs of the individual pupils and their families.
• Professionalism and consideration of the well-being of children.
• Ability to act as an effective and compelling ambassador for the school.
• Respect for all members of the community, irrespective of position, gender, age and ethnicity.
• A positive, resilient, and solution-focused attitude to working life.
• A flexible approach and a willingness to get involved wherever needed.
• A commitment to safeguarding and promoting the welfare of children.

Skills and Knowledge

• A clear understanding of the needs of older teenagers and their developmental stages.
• Knowledge and understanding of teen development and its impact on behaviour.
• Ability to work in a way that promotes the safety and well-being of older teenagers.
• ALA is academically rigorous. All staff need to be comfortable guiding highly able students and supporting their progress to the world’s best universities.
• Excellent program and staff management skills.
• Effective communication and engagement with children and their families.
• Open to exploring innovative approaches from across the educational field.
• Knowledge and understanding of positive disciplinary methods.
• Organisational, administrative and IT skills.

Qualifications and Experience

• Fully qualified with an appropriate education degree, or a Bachelor’s degree and an internationally recognised high-quality postgraduate qualification in education.)
• A minimum of ten years of teaching experience, including experience in residential positions (at leading schools on the continent or globally) as a senior leader including working with students from 15-19 years.
• Experience in a school delivering the Cambridge curriculum or equivalent.
• Evidence of relevant and challenging continuing professional development.

go to method of application »

Key tasks and responsibilities:

Teaching

• Teach students according to their educational needs, including the personalized planning and marking of work to be carried out by each student in accordance with school policy.
• Set appropriate, realistic yet demanding expectations for each student's learning, building on their prior attainment/knowledge.
• Ensure that the seven traits are reflected in the learning experience of students.
• Assess, record and report on the attendance, progress, development, and attainment of students and to keep such records as are required.
• Ensure a high-quality learning experience for students that meets internal and external quality standards.
• Use a variety of delivery methods which will stimulate learning appropriate to student needs and demands of the syllabus.
• Track student progress and use information to inform teaching and learning.
• Maintain discipline in accordance with the school’s procedures, and encourage good practice with regard to punctuality, behaviour, appearance, and standards of work.

Planning and Preparation

• Assist in the development of appropriate syllabuses, resources, schemes of work, marking policies and teaching strategies in the curriculum area and department.
• Contribute to the curriculum area and department’s development plan and its implementation.
• Plan and prepare carefully differentiated courses, lessons and resources that follow the school’s approach to curriculum design and implementation.
• Contribute to the whole school’s planning activities.
• Assist the Head of Mathematics and Director of Teaching and Learning in ensuring that the curriculum area provides a range of teaching which complements the school’s strategic objectives.
• Assist in the process of curriculum development and change to ensure the continued relevance to the needs of students, examining and awarding bodies and the school’s mission and strategic objectives.

Co-Curricular Activities           

• Lead one co-curricular activity to support the holistic development of students.

Student Success/Advisory

• You may serve as a faculty advisor for up to 12 students as they navigate a transformative journey of academic, personal, and social growth. In this role you will be expected to:
• Promote the general progress and well-being of all students, but particularly those within the designated Advisory Group.
• Liaise with the Student Success Team and Heads of Year to ensure the implementation of the school’s student support system.
• Evaluate and monitor the progress of students and keep up-to-date student records as may be required.
• Contribute to the preparation of individual education plans, progress files and other reports.
• Alert the appropriate staff to problems experienced by students and make recommendations as to how these may be resolved.
• Apply the school’s behaviour management and safeguarding systems effectively and accurately.
• Communicate effectively with the parents of students as appropriate.
• Where appropriate, communicate and cooperate with people or bodies outside the school.
• Follow agreed policies for communications in the school.
• Take part in community activities including, but not limited to, parents’ conferences, open days, and parental workshops.

Staff Development and Growth

• Ensure continual professional development through the identification and implementation of your own Personal Development Plan
• Take part in the school’s staff development program by participating in arrangements for further training and professional development.
• Continue your professional development in the relevant areas including subject knowledge, teaching methods and curriculum-based training provided by examination boards.
• Engage actively in the performance management review process.
• Contribute to the process of monitoring and evaluation of the curriculum area/department in line with agreed school procedures, including evaluation against quality standards and performance criteria.
• To seek/implement modification and improvement where required.

Person Specification:

Essential        

Behaviours

• Uphold the values and ethos of the school by actively promoting an emotionally secure, warm, stimulating, and safe environment appropriate to the needs of the individual pupils and their families.
• A commitment to safeguarding and promoting the welfare of children and
• Professionalism and consideration of the well-being of children.
• Respect for all members of the community, irrespective of position, gender, age, ethnicity, and sexual orientation.
• A positive, resilient, and solution-focused attitude to working life.
• A flexible approach and a willingness to get involved wherever needed.
• Commitment to contributing to the wider life of the ALA community.

Skills and Knowledge

• A clear understanding of the needs of older teenagers and their developmental stages.
• Ability to work in a way that promotes the safety and well-being of older teenagers.
• ALA is academically rigorous. All staff need to be comfortable guiding highly able students, and supporting their progress to the world’s best universities.
• The ability to work with other subject areas to “blend” student learning.
• The ability to facilitate learning in older students.
• Effective communication and engagement with children and their families.
• Open to exploring innovative approaches from across the educational field.
• Organisational, administrative and IT skills

Qualifications and Experience

• Fully qualified with an appropriate education degree, or a Bachelor’s degree and an internationally recognised high-quality postgraduate qualification in education.
• A minimum of three years of teaching experience.
• Evidence of relevant and challenging continuing professional development.

go to method of application »

Key tasks and responsibilities:

Teaching

• Teach, students according to their educational needs, including the personalized planning and marking of work to be carried out by each student in accordance with school policy.
• Set appropriate, realistic yet demanding expectations for each student's learning, building on their prior attainment/knowledge.
• Ensure that the seven traits are reflected in the learning experience of students.
• Assess, record and report on the attendance, progress, development, and attainment of students and to keep such records as are required.
• Ensure a high-quality learning experience for students that meets internal and external quality standards.
• Use a variety of delivery methods which will stimulate learning appropriate to student needs and demands of the syllabus.
• Track student progress and use information to inform teaching and learning.
• Maintain discipline in accordance with the school’s procedures, and encourage good practice with regard to punctuality, behaviour, appearance, and standards of work.

Planning and Preparation

• Assist in the development of appropriate syllabuses, resources, schemes of work, marking policies and teaching strategies in the curriculum area and department.
• Contribute to the curriculum area and department’s development plan and its implementation.
• Plan and prepare carefully differentiated courses, lessons and resources that follow the school’s approach to curriculum design and implementation.
• Contribute to the whole school’s planning activities.
• Assist the Head of Science and Director of Teaching and Learning in ensuring that the curriculum area provides a range of teaching which complements the school’s strategic objectives.
• Assist in the process of curriculum development and change to ensure the continued relevance to the needs of students, examining and awarding bodies and the school’s mission and strategic objectives.

Co-Curricular Activities  

• Lead one co-curricular activity to support the holistic development of students.

Student Success/Advisory

You may serve as a faculty advisor for up to 12 students as they navigate a transformative journey of academic, personal, and social growth. In this role you will be expected to:

• Promote the general progress and well-being of all students, but particularly those within the designated Advisory Group.
• Liaise with the Student Success Team and Heads of Year to ensure the implementation of the school’s student support system.
• Evaluate and monitor the progress of students and keep up-to-date student records as may be required.
• Contribute to the preparation of individual education plans, progress files and other reports.
• Alert the appropriate staff to problems experienced by students and make recommendations as to how these may be resolved.
• Apply the school’s behaviour management and safeguarding systems effectively and accurately.
• Communicate effectively with the parents of students as appropriate.
• Where appropriate, communicate and cooperate with people or bodies outside the school.
• Follow agreed policies for communications in the school.
• Take part in community activities including, but not limited to parents’ conferences, open days and parental workshops.

Staff Development and Growth  

• Ensure continual professional development through the identification and implementation of your own Personal Development Plan
• Take part in the school’s staff development program by participating in arrangements for further training and professional development.
• Continue your professional development in the relevant areas including subject knowledge, teaching methods and curriculum-based training provided by examination boards.
• Engage actively in the performance management review process.
• Contribute to the process of monitoring and evaluation of the curriculum area/department in line with agreed school procedures, including evaluation against quality standards and performance criteria.
• To seek/implement modification and improvement where required.

Person Specification:

Essential        

Behaviours

• Uphold the values and ethos of the school by actively promoting an emotionally secure, warm, stimulating, and safe environment appropriate to the needs of the individual pupils and their families.
• A commitment to safeguarding and promoting the welfare of children and
• Professionalism and consideration of the well-being of children.
• Respect for all members of the community, irrespective of position, gender, age, ethnicity, and sexual orientation.
• A positive, resilient, and solution-focused attitude to working life.
• A flexible approach and a willingness to get involved wherever needed.
• Commitment to contributing to the wider life of the ALA community.

Skills and Knowledge

• A clear understanding of the needs of older teenagers and their developmental stages.
• Ability to work in a way that promotes the safety and well-being of older teenagers.
• ALA is academically rigorous. All staff need to be comfortable guiding highly able students and supporting their progress to the world’s best universities.
• The ability to work with other subject areas to “blend” student learning.
• The ability to facilitate learning in older students.
• Effective communication and engagement with children and their families.
• Open to exploring innovative approaches from across the educational field.
• Organisational, administrative and IT skills.

Qualifications and Experience

• Fully qualified with an appropriate education degree, or a Bachelor’s degree and an internationally recognised high-quality postgraduate qualification in education.
• A minimum of three years of teaching experience.
• Evidence of relevant and challenging continuing professional development.