Openings at SPARK Schools

Responsibilities:

• Plan for, teach and co-teach face-to-face and distance lessons for and deliver academic and club lessons.
• Collaborate with grade level and content area partners to develop rigorous, engaging learning experiences and to create and implement high-quality, individualised behaviour and learning plans for scholars.
• Participate actively in all scheduled professional development sessions.
• Develop and administer formative and termly assessments to track student progress and analyse the data for student growth for all scholars to meet the required proficiency ratings.
• Submit and analyse scholar data to track progress and intervene when necessary.
• Lead scholar social and emotional development through CQ (Character Quotient) sessions and reflections.
• Plan for, deliver and monitor programmes to support low performing scholars, or extend high-performing scholars.
• Participate in place-based education where required within mandated national curriculum or as part of SPARK Schools curriculum enrichment.
• Participate in career and tertiary pathways education where required as part of scholar culture and character development.
• Develop SPARK culture and implement behaviour management strategies.
• Communicate professionally and effectively with colleagues, parents and other stakeholders.
• Conduct self in a professional manner at all SPARK Schools events and to all stakeholders.
• Nurture a high ­achieving work environment where all scholars feel genuinely valued and supported.
• Promote the vision and mission of SPARK Schools to staff, scholars, families, and the greater community.
• Implement strategies implemented by the Crisis Management team. Adhere to the child protection, anti-bullying and health and safety policy.
• Attend Saturday events and parent community meetings.
• Submit student results data when required.

Qualifications and Criteria:

The ideal candidate will possess the following qualifications and requirements:

• • English language fluency - Required
  • isiXhosa language fluency - Required
  • Completed B.Ed or PGCE degree in IsiXhosa Home Language Senior/FET or isiXhosa First Additional Language Senior/FET 
  • Minimum 3-5 years teaching experience including Grd 11 and Grd 12 experience preferred
  • SACE registration
  • Clear/Clean criminal record

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Role Outcomes:

• Blue Downs High School delivers strong academic, culture, operational and scholar experience outcomes under the direct leadership of the Executive Principal, including a successful matric programme and credible post-school readiness for scholars.
• Blue Downs Primary School is effectively led through the Primary School Principal, with clear oversight, support, accountability and alignment to campus-wide priorities and SPARK standards.
• The Blue Downs campus operates as one aligned campus with consistent culture, strong safeguarding, and a clear pipeline of high school readiness from the primary school into the high school.
• Operational gaps, particularly those that affect scholar safety, scholar experience, compliance and continuity, are identified early and corrected decisively across both schools.
• Parents and the broader Blue Downs community experience clear, empathetic and firm leadership, particularly through periods of change such as the transition into the permanent building.
• The Executive Principal successfully embeds SPARK learning models, values and ways of working while strengthening the leadership bench for future campus and regional leadership needs.

Responsibilities and Key Performance Areas:

Instructional Leadership and Scholar Achievement

• Serve as Principal of Blue Downs High School and lead the instructional programme to ensure strong academic achievement, sound teaching practice, and consistent implementation of the SPARK learning model.
• Lead and support the high school team to deliver strong scholar outcomes across all grades, with particular focus on matric readiness, matric performance, and post-school preparedness.
• Use scholar achievement, classroom observation, assessment, attendance and behaviour data to identify performance gaps, direct interventions and improve teaching and learning quality.
• Ensure that the primary school is building the academic and behavioural foundations required for high school readiness, working closely with the Primary School Principal to strengthen continuity from primary to high school.
• Model a scholar-centred, high-expectations culture and ensure that academic standards are translated into consistent school practice.

Success looks like: Blue Downs High School is instructionally strong, the SPARK learning model is embedded with fidelity, scholars are progressing toward proficiency targets, matric delivery is well managed and credible, and the primary school is intentionally preparing scholars for a successful transition into high school.

Leadership of Leaders and People Management

• Directly manage, coach and hold accountable the Blue Downs Primary School Principal and the Blue Downs High School leadership team.
• Build a high-performing leadership culture across the campus through clear expectations, regular coaching, performance feedback, and aligned execution.
• Provide visible leadership presence and sound judgement in complex scholar, parent, staff and operational matters.
• Support leaders to solve problems independently while maintaining alignment to SPARK standards, policy and culture.
• Identify leadership capability gaps and develop succession depth across the campus, with a view to creating a strong and sustainable leadership bench.

Success looks like: The Primary School Principal is effectively supported and accountable, the high school leadership team is clear and capable, difficult issues are escalated and resolved appropriately, and the campus leadership culture is strong, disciplined and aligned.

Campus Culture, Safeguarding and Scholar Experience

• Ensure that both schools consistently reflect SPARK values, behavioural expectations and scholar-centred culture.
• Create and maintain a safe, orderly and emotionally secure environment for scholars and staff across the full campus.
• Identify and address operational, staffing, environmental or procedural issues that may place scholar safety or scholar experience at risk.
• Align culture across the primary and high schools so that scholars, staff and families experience one coherent SPARK Blue Downs campus identity.
• Ensure that scholar discipline, parent concerns and staff conduct matters are handled fairly, calmly and with appropriate urgency.

Success looks like: Both schools are safe and well led, scholar safeguarding is strong, culture is aligned across the campus, and scholars and families experience consistency, care and high expectations from primary through high school.

Operational Oversight and Campus Effectiveness

• Oversee the end-to-end operational effectiveness of both schools, with particular attention to operational gaps that directly affect scholar safety, instructional continuity, staff effectiveness and parent experience.
• Review school operations regularly to identify breakdowns, inefficiencies or compliance risks, and implement timely corrective actions.
• Ensure strong campus readiness, routines, staffing deployment, resource use, calendar execution, and day-to-day school functioning across both schools.
• Partner with operations and support office stakeholders to ensure that both schools remain compliant, well-run and aligned to SPARK expectations.
• Take a hands-on approach where needed to course-correct operational underperformance or instability.

Success looks like: Campus operations are stable, compliant and responsive; critical gaps are identified quickly and addressed decisively; and school systems support safe, smooth and effective daily functioning across both schools.

Community, Parent and Stakeholder Leadership

• Act as the senior SPARK leader for the Blue Downs campus within the local community and build trusted relationships with parents, community representatives and other stakeholders.
• Engage a highly involved community with the right balance of empathy, firmness, transparency and professional authority.
• Lead communication and issue management in a way that builds confidence in the school, protects scholar interests and reinforces SPARK standards.
• Respond effectively to sensitive or escalated matters involving parents, scholars, staff, facilities or the wider community.
• Ensure that both schools provide a strong customer and scholar-serving experience for families.

Success looks like: Parents and community stakeholders experience strong, balanced and credible leadership, escalations are managed constructively, and the Blue Downs campus enjoys growing trust, alignment and confidence.

Campus Transition and Change Leadership

• Lead the campus through the transition from temporary buildings to the permanent facility in close partnership with regional and property stakeholders.
• Manage the impact of the transition on scholars, staff, parents and the community by ensuring proactive planning, clear communication, and continuity of operations and scholar experience.
• Surface and manage transition-related risks early, including those related to safety, logistics, morale, stakeholder sentiment and operational disruption.
• Ensure that the move strengthens rather than destabilises the campus culture and reinforces confidence in SPARK’s long-term presence in Blue Downs.

Success looks like: The building transition is managed with calm authority and minimal disruption, stakeholder confidence is maintained, scholar and staff wellbeing is protected, and the permanent campus is successfully embedded as the new operating environment.

Alignment to SPARK Model, Values and Future Leadership Potential

• Settle into SPARK quickly and fully embed SPARK’s learning models, values, rhythms and leadership expectations across the Blue Downs campus.
• Translate SPARK strategy and support office expectations into disciplined campus execution.
• Demonstrate the judgement, systems thinking and leadership maturity required of a senior campus leader, with the potential to take on broader portfolio leadership over time.
• Partner effectively with support office teams to ensure strong service, alignment and problem-solving across the campus.

Success looks like: The Executive Principal is a credible SPARK leader, campus execution is aligned to SPARK ways of working, and the role-holder demonstrates the potential to grow into broader regional or SPM-type leadership in future.

Requirements

Qualifications and Criteria:

The ideal candidate will possess the following qualifications and criteria:

Qualifications:

• B.Ed. or PGCE
• SACE accreditation
• Substantial high school leadership experience, including direct responsibility for instructional delivery and school management.
• A proven track record of having delivered matriculants successfully; experience leading a matric cohort is a must-have.
• Demonstrated instructional experience in a high school environment, with the ability to implement and drive the SPARK learning model.
• Experience leading leaders and managing through other school leaders, including the ability to coach, support and hold a Principal accountable.
• Strong operational leadership capability, including the ability to assess and course-correct end-to-end school operations.
• A strong eye for operational and environmental risks that directly affect scholar safety and school effectiveness.
• Strong stakeholder management capability, with experience engaging parents and communities in complex or high-engagement environments.
• Demonstrated ability to lead through change and transition.
• Potential to grow into broader regional / Schools Portfolio Manager leadership over time is advantageous.