UWCSEA East campus has a vacancy for August 2025 for a Head of Middle School English (ages 11-14). The successful candidate must have tertiary qualifications in Education and English Language and/or Literature and significant experience teaching English to 11-14 year olds.
The Middle School Head of English, in collaboration with the Middle School Vice Principal (Academic), the Director of Teaching and Learning, and Middle School Principal leads the teaching and learning of English for all Middle School students. They lead their team of teachers in creating a positive learning environment based on the UWCSEA’s Values including honesty, integrity, respect, and responsibility. The Head of Department fosters a sense of community within the Middle School through active leadership and interactions with students, parents, teachers, and the wider community.
Key aspects of this role include fostering collaboration both within the English department and across other departments to promote interdisciplinary, holistic learning; leading Concept-Based Teaching and Learning (CBTL) planning aligned with the UWCSEA written curriculum; building a culture of inclusion and belonging for all students including students with diverse language and learning backgrounds; leveraging data-informed decision-making to enhance teaching and learning; and embracing innovative technologies to support teaching and learning, curriculum planning, and improve time efficiency.
Main Responsibilities
Effective Leadership – Leading across all five areas of the learning programme
- Put student learning at the forefront of all decisions and planning.
- Develop and communicate a clear shared vision for the department, aligned with the College and MS goals, translating it into practical and achievable plans.
- Ensure that the learning programme in the department aligns with the UWCSEA mission, the UWCSEA Learning Principles, the UWCSEA Profile, and the strategic goals of the school, campus, and College.
- Lead the department in utilising data tools and analysis to inform teaching and learning practices, supporting actionable inferences from assessment and other data.
- Facilitate the integration of current technologies, including AI, to improve teaching practices and operational efficiency.
- Promote interdisciplinary learning opportunities by collaborating with other departments.
- Ensure all students can access and be appropriately challenged by the learning programme.
- Ensure planning processes align with the UWCSEA Concept-Based Written Curriculum, including developing, using, and keeping up-to-date College YAAG (Year at a Glance) and College Unit Planners.
- Collaboratively align departmental goals and practices to support and advance the Middle School Leadership Team (MLT) strategic plans.
- Ensure pedagogy aligns with our learning principles, supports diversity and inclusion, and reflects holistic learning goals in the Guiding Statements.
Professional Development – Supporting the professional development of staff they lead
- Identify and utilise the full potential of staff in the department by being alert to professional development needs.
- Mentor staff within the Professional Learning Programme (PLP) and coach where appropriate to optimise effectiveness.
- Organise and/or lead informal and formal professional development opportunities for the department, focusing on inquiry, inclusive assessment practices, UDL (Universal Design for Learning), MTSS (Multi-Tiered Systems of Support) models, and effective team teaching/co-planning methodologies.
- Support teachers in implementing the UWCSEA Concept-Based Curriculum, integrating holistic and inclusive assessment approaches.
Collaboration – working collaboratively within teams
- Inspire and motivate staff and foster an environment where creativity and collaboration flourish.
- Foster meaningful collaboration within the department (both in the Middle School and K-12) and across departments in the MS to support interdisciplinary and inclusive learning environment.
- Involve team members in decisions and delegate interesting and challenging tasks.
- Intentionally build a culture of inclusion and belonging by supporting diverse student needs, including neurodiversity, EAL learners, and cultural differences.
- Establish clear meeting structures with focused agendas to drive department goals efficiently.
- Facilitate moderation and standardisation practices in alignment with the Assessment & Feedback Policy and the UWCSEA Concept-Based Curriculum.
- Model self-awareness and critical reflection while supporting team members' autonomy, competence, and connectedness.
Communication – communicates effectively within and beyond their team
- Relate well to individuals and deal sensitively with potentially difficult situations with colleagues, students, and parents, having effective sensitive and/or difficult conversations as needed.
- Facilitates meetings effectively and ensures opportunities for informal communication within the department.
- Communicate clearly and articulately in both spoken and written forms with students, colleagues, parents, and the wider community.
- Share data insights and updates with the team, ensuring transparency and collective understanding.
- Communicate assessment, feedback, access and challenge principles, and curriculum planning processes effectively to staff, students, and parents.
- Effectively manage resources and systems, including recruitment, procurement, and collaboration with cross-school sectors.
Teachers Generic Responsibilities
- Contribute positively to the collaborative culture of the English department and broader Middle School teams.
- Construct learning experiences that challenge students, support the diversity of learners in each classroom, and demonstrate a strong commitment to concept-based teaching and learning.
- Utilise the UWCSEA Learning Principles as a foundation for effective teaching and learning.
- Ensure assessments support ongoing learning and provide timely, relevant, and appropriate feedback to students on formative and summative assessments, in line with the Assessment & Feedback Policy.
- Demonstrate effective classroom management that shows an understanding of the academic, social, and emotional dimensions of learning.
- Keep parents informed about their children’s learning and proactively communicate with them.
- Ensure all students can access and be challenged appropriately by the curriculum, as outlined in the Access and Challenge Policy.
- Develop and implement planning processes consistent with the UWCSEA Concept-Based Curriculum Planning structures, including the use of YAAGs and Unit Planners.
Expectations and Standards
Person Specifications
- A relevant degree in English, a professional teaching qualification or certification from an accredited institution, and leadership training are essential.
- 3 - 5 years teaching experience, teaching English to middle school aged students (4-14 year olds) preferably in international schools.
- Experience and knowledge integrating UDL principles, inclusive assessment practices, and literacy development through MTSS models.
- Experience and knowledge with conceptual and inquiry-based teaching and learning and associated planning processes.
- Knowledge of data-informed decision-making processes and tools to collect, analyse, and respond to data.
- Knowledge of developments in pedagogy and educational practice.
- Up to date technology practices a desire to embrace new tools, including AI, to support teaching and learning.
- Strong interpersonal skills and a collaborative leadership style that fosters a positive team atmosphere within the department.
- Proven skills in leading pedagogical practices and instructional supervision.
- Cultural sensitivity and a commitment to fostering diversity, equity, inclusion, and belonging with a diverse team.
- Strong organisational, self-management, and problem-solving skills.
- The ability to engage with students and engender enthusiasm for learning.
Applications
The UWC Mission is to make education a force to unite people, nations and culture for peace and a sustainable future. We are committed to creating a community in which all members feel safe and secure, and know that their authentic selves and individual differences are accepted with respect and care. At UWCSEA, we acknowledge that diversity, equity, inclusion and justice (DEIJ) is an ongoing and evolving process and strive to create and sustain a sense of belonging for all members of our community, past, present and future. All qualified applicants, including those who identify as a part of marginalized group(s) and individuals with (dis)abilities are all encouraged to apply. Our school is committed to safeguarding and promoting the welfare of all the students in our care and expects all applicants to share this commitment. We follow safe recruitment practices and all appointments are subject to interview, satisfactory references, identity and criminal record checks.
