Proposed Interview Date: Week Commencing 13 May 2024

Closing Date: Sunday 5 May 2024

Contract Type: Permanent

Salary: PT1 £52,896 subject to job sizing

Working Pattern: 35 hours per week

Location: Viewforth High School, Kirkcaldy

Purpose and Values of Education & Children’s Services Directorate

The Education & Children’s Services Directorate is committed to Improving Life Chances for All through a wide range of direct services which support our children, young people, families and the wider Fife community. Our approach to improvement is rooted in our core values: Compassion, Ambition, Respect and Equity which reflect the ethos, culture and practice principles of all staff across the directorate. We strive to ensure that our attitudes and behaviour reflect these core values in all our dealings with children, young people, their families, and the wider community in partnership with those who support them.

Supporting Statement

As part of your application, you must provide us with a Supporting Statement which outlines to us how your skills and experience make you a good candidate for this vacancy. For more information, check out the How to Apply section of our Career Site. Without a Supporting Statement, your application will not be progressed. Please upload your Supporting Statement at the section marked ‘upload resumé’. Your Supporting Statement must not be a CV. More information is available on our Career site at www.fife.gov.uk/jobs/supportingstatement.

Please consider and demonstrate the following when completing your Supporting Statement:

Ways you have modelled and promoted the GTCS Professional Values (social justice, trust, respect and integrity) and Professional Commitment in your current and previous roles.

(Consider the following: how you have ensured equity of opportunity for all; how you have developed relationships built on trust and respect that enable others to take responsibility; how your moral and ethical principles inform your practice and how your own professional learning underpins your development as a leader and the development of others.)

How have you demonstrated your knowledge, skills and understanding when contributing to the leadership of change?

(Consider the following: how have you developed and promoted an informed and critical stance which focuses on improvements in curriculum and pedagogy; how have you promoted and enhanced collaboration and leadership at all levels; how have you promoted and modelled the school’s vision, values and aims.)

How you have supported and sustained colleagues in creating a positive environment for all learners?

(Consider the following: how have you inspired and motivated others to have high expectations within a safe, caring and purposeful learning environment which is welcoming and inclusive, well managed and well organised; how have you encouraged and facilitated learner participation in planning and deciding about their own learning and the wider decision making within the learning community.)

Ways in which you have you built and developed approaches to increase and promote positive partnerships.

(Consider the following: how you have contributed to change at classroom, department and school level.)

Ways in which you have used self-evaluation to make changes at classrooms, department or school level.

(Consider the following: how have you used self-evaluation to improve approaches to learning, teaching and assessment; how have you supported the professional learning of others, how have you ensured a wide variety of stakeholders are involved in decision-making processes and how have you made best use of resources to support the development of the curriculum, pedagogy, people and teams.)

Job Details

Viewforth High School is a six-year comprehensive school in Kirkcaldy, Fife.  We aim to provide the highest quality educational experience which is focused around positive outcomes for all our learners.  Our curriculum is designed to meet the needs of all learners and we offer a vast range of qualifications and awards, allowing pupils to experience the pathway to success that is right for them.  We strive to support and challenge every young person to be the very best they can be in order that they thrive in years to come and ultimately transition into a positive destination when they leave school.

We are looking for a highly-skilled Principal Teacher who is passionate about improving life chances for all through a professional commitment to leading change and improvement that ensures positives outcomes for our children and young people. As a Principal Teacher in Fife you will be responsible for supporting the senior leadership team by contributing to the strategic vision for the school, working with a wide range of stakeholders to implement and pursue the objectives set in policies, and for contributing to the development of a self-improving system across the education community.

Job Purpose and Scope:

To provide effective leadership and management of Pupil Support, with an emphasis on pastoral care and arrangements to ensure wellbeing. The post holder will be responsible for universal and targeted support for students within the S3 and S4 Year Team. It is anticipated that the post holder will carry a case load responsibility of up to 100 students distributed across two year groups.

In addition, the post holder will work within an integrated Student Support system that aims to ensure the needs of all students are met through a staged system that involves working, as required, with partners through a team approach to ‘Get it Right for Every Child’.

The post holder will be part of the S3 and S4 Year Team. This team consists of:

• 1 Depute Head Teacher
• 3 Principal Teachers of Guidance
• 1 Attendance Co-ordinator
• 1 Link Support for Pupils Teacher

This team, in partnership with subject PTCs and the wider staff group are responsible for meeting the needs of all our students to ensure a high-quality student experience that reflects the legislative framework, curricular design principles and student entitlements with the ultimate aim of maximised achievement and attainment for all. Particular emphasis is placed on partnership working to help close the poverty related attainment gap.

Responsibilities:

You will be an active member of the school’s Extended Leadership Team and will have key responsibilities for improvement planning and quality assurance within the area of Pupil Support. Principally, you will have a key role in planning, monitoring and evaluating pupil support mechanisms across the school. You will also have a key role in co-ordinating support for pupils with additional support needs, promoting social inclusion and linking with all relevant partner agencies.

You will be required to operate in a collegiate manner, supporting pupils in achieving their potential, maximising educational progress and attainment for all within a supportive environment. In this role you will:

• Be aware of the wide range of current educational theories/practices/research information on teaching and learning strategies and pupil support.
• Be able to initiate and lead professional discussion in addressing learning achievement and pupil support issues.
• Put in place effective strategies to support pupils’ learning.

It is expected that all promoted staff will work in collegiate ways to further the aims of the school and contribute effectively to school effectiveness and improvement (eg by leading working groups, leading whole school initiatives and contributing to the “Duty Manager” classroom support rota).

The general responsibilities of a Principal Teacher are defined in Annex B of ‘A Teaching Profession for the 21st Century’;

• Responsibility for the leadership, good management and strategic direction of colleagues.
• Curriculum development and quality assurance.
• Contributing to the development of school policy in relation to the behaviour management of pupils.
• The management and guidance of colleagues.
• Reviewing the CPD needs, career development and performance of colleagues.
• The provision of advice, support and guidance to colleagues.
• Responsibility for the leadership, good management and strategic direction of pastoral care within the school.
• The development of school policy for the behaviour management of pupils.
• Assisting in the management, deployment and development of pastoral care staff.
• Implementation of whole school policies dealing with guidance issues, pastoral care, assessment and pupil welfare.
• Working in partnership with colleagues, parents, other specialist agencies and staff in other schools as appropriate.

Key Areas of Responsibility:

The strategic and operational direction of colleagues:

• Apply consultative management processes within the Year Team and across the whole school.
• Participate actively in Year Team meetings, including in-school in-service work; attend meetings; provide clear guidance on Year Team matters to staff; delegate specific responsibilities to staff; recommend support to students as appropriate.
• Promote and support the professional development of staff within the Year Team; be well informed with regard to the latest developments in personal support.
• Assist with other Principal Teachers, and in line with school policy, in the general management of the school, contribute to the development of whole school policies and attend leadership meetings with relevant colleagues.
• Lead on the development of policy and ensure improving practice across the Student Support Team and school in certain areas.

Quality Improvement and Curriculum Development:

• Contribute to integrated approaches to self-evaluation, improvement planning and ensuring the impact of planned improvements across Support for Pupils Faculty.
• Support a rigorous programme of quality assurance to ensure consistently high standards of learning, teaching and assessment within areas of responsibility.
• Plan, develop and evaluate appropriate courses and awards for all students at all levels of age and ability; establish appropriate methodologies, assessment and reporting procedures.
• Proactively seek up to date research and data to inform improvements to practice.

Tracking and monitoring to improve student achievement and attainment:

• Work in partnership with others, including staff, the student and their parent/carer, to monitor the progress in learning of students within the Year Team, ensuring a regular cycle of well evidenced and challenging interventions are in place to support student achievement.
• Work in partnership with others, including staff, the student and their parent/carer, to monitor the progress in learning of students within the Year Team, ensuring a regular cycle of well evidenced and challenging interventions are in place to support student attainment within the Broad General Education and Senior Phase.
• Work with colleagues and school systems to evidence a chronology of significant events and interventions are in place to inform the review of and planning for student progress.
• Work with colleagues and school systems to monitor student attendance within the Year Team and ensure appropriate interventions are undertaken in a timely manner.
• Work with colleagues and school systems in relation to safeguarding/child protection and looked after children to ensure student progress is regularly monitored and appropriate interventions are actioned.

Providing advice and guidance to students, colleagues and parents:

• Be responsible for efficient and effective communication with parents/carers regarding the wellbeing and progress of students that aims to be proactive from the school’s perspective and responsive to parental requests and concerns.
• Ensure high quality and effective communication with colleagues regarding the wellbeing and progress of students that aims to be proactive from the Year Team’s perspective and responsive to colleague’s requests and concerns raised through the referral process.
• Ensure that relevant staff are provided with appropriate information and advice regarding the needs of young people to allow them to promote and support student wellbeing.
• Ensure that structures and supports are in place to allow all students to feel safe, healthy, achieving, nurtured, active, respected, responsible and included.
• Provide high quality reports for parents and partner agencies, as required, including statutory responsibilities.

Positive behaviour management of students:

• Be responsible for standards and behaviour management within Student Support and contribute to the management of behaviour across the school.
• Take appropriate action consistent within the school policy and ensure efficient communication with students, colleagues and parents/carers regarding issues raised through the referral process to support students within the Year Team.
• Work in partnership with others, including staff, partners, the student and their parent/carer, to monitor the progress in decision making and behaviour of students, ensuring a regular cycle of well evidenced and challenging interventions are in place to support student wellbeing.

Partnership Working:

• Work in partnership with school colleagues and parents/carers, consistent with agreed policies.
• Liaise with other educational establishments and local authority Education staff.
• Liaise with a range of partner agencies; the public sector, third sector, local community and business organisations.

Qualification, Registration and Skill Requirements

You are required to have high levels of interpersonal skills and abilities which will enable you to work as a member of the senior leadership team to lead and manage school improvement, both at strategic and operational levels, to ensure continuous improvement.

You are required to demonstrate a commitment to your own professional learning as a practitioner through career-long professional learning activity and to be able to show how this has impacted on your practice.

For posts within primary you are required to be fully registered with the General Teaching Council for Scotland (GTCS) in primary.

For posts within secondary you are required to be fully registered with the General Teaching Council for Scotland (GTCS) in secondary for the specific subject.

You are required to model all behaviour expected of a Teacher in Scotland in line with the relevant Professional Standards.

Full registration is required for all Permanent posts, for temporary Class Teacher posts, provisional GTCS registration in the relevant sector will be considered.

Candidates holding GTCS registration in further education must also hold primary or secondary registration to meet the essential criteria as determined by Fife Council.

Before confirming to your appointment, you will be required to obtain Protection of Vulnerable Groups (PVG) scheme membership through Disclosure Scotland and become a member of the relevant PVG scheme.

Further Information

• Role Profile - When preparing your supporting statement, review the role profile and think about how you meet the essential criteria Role Profile
• How We Work Matters - Our employees are expected to display and promote certain behaviours in the workplace. See our How We Work Matters behaviour framework for more information.
• Employee Benefits - Employees have access to a benefits package that offers discounts on a wide range of products and services.
• Directorate Information - Council Department information
• Social Media - Search for more 'Fife Council Jobs' on Facebook or follow us on Twitter @FCJobsOfficial.

For further information please contact: Jack Wilson - Jack.Wilson-ed@fife.gov.uk

We are holding a Fife Council jobs fair on 15th May 10am - 2pm at Rothes Halls, Glenrothes. We will be on hand to talk about the vacancies we have on offer and what it's like to work with the council. There will also be a chance to get support from our job clubs and employability teams and can offer help with the online application process. Please pop along on the day to find out more.