Head of Product Design
- £29,915 - £44,698 plus TLR of £5,855
- Outstanding Secondary School in Barnet
- Top 2% of Progress 8 scores in the country (+0.91 - 2019)
- September 2022 start
Requirements - Head of Product Design
- Outstanding teaching and interpersonal skills
- A strong Product Design background essential
- Evidence of ambition and a commitment to continuing professional development
- An innovative approach to teaching languages, rooted in the latest research.
- The desire to maximise the performance of all students and ensure the very best progress for all
Head of Product Design
Product Design is a thriving department with a large number of students opting to take the subject at GCSE and A level. Currently, the department has three GCSE classes in each of Year 10 and 11 and over 30 A level students. This places it as one of the most popular option subjects in the curriculum. The department has a growing reputation locally and regularly attracts significant numbers of new joiners in year 12. The department is justly proud of the destinations of Year 13 Product Design students which in recent years have included Bath, Nottingham, Central Saint Martins and UCL to study engineering, architecture and Art and Design foundation courses.
The Academy has three workshop spaces for Product Design based practical activities which are well resourced including 3D printers, laser cutters, scroll and band saws.
Engaging students with Design beyond the classroom is integral to the department's success. Trips to The Design Museum and New Designers, plus collapsed timetable or 'Focus' Days are used as opportunities to deepen understanding, broaden knowledge, and inspire students.
Job Description - Head of Product Design
Heads of Department are key leaders within the School and their role carries significant leadership and management responsibilities. It is essential that they give active support to the vision and ethos. The areas of responsibility include teaching and learning, vision for the department, strategic planning, monitoring and evaluation, behaviour for learning, resources, the learning environment.
Key Tasks To create a curriculum that inspires students to become effective lifelong learners by:
- Ensuring high standards of teaching and learning for all students throughout the department.
- Developing a curriculum vision and plan.
- Creating Schemes of Learning which enable all students to become effective learners.
- Producing a strategic three year plan to deliver the faculty vision which is supported by an annual action plan.
- Completing an annual self-review of the department carried out in support of the Faculty SEF, including an analysis and commentary of student academic performance. The conclusions of the report should then be used to modify the strategic plan.
- Contributing to discussions on course selection and implementation.
- Collaborating effectively with partner primary schools to ensure a smooth transition for new students.
- Monitoring and evaluating the quality of learning including planning, lesson delivery, teacher feedback, assessment, differentiation and classroom management.
To ensure that all members of staff within the department are motivated and supported to perform at their best by:
- Communicating a clear department vision which encourages ownership, team spirit and commitment from the faculty members.
- Line managing and professionally developing staff in such a way that they perform at their best.
- Meeting regularly with their line manager and keeping her/him informed of developments within the department.
To provide a secure and safe learning environment for all students so that they develop into self-confident and self-motivated learners by:
- Being active in providing for the care of student well being.
- Contributing to assemblies in a way which support the Academy ethos.
- Maintaining the highest standards of student behaviour so that all students are able to learn effectively.
- Ensuring productive communication with parents so that they remain well informed about their children's progress and achievements as well as any incidents of poor behaviour.
To set challenging targets for all students and staff, and provide the support, guidance and accountability framework necessary to achieve these targets by:
- Devising and implementing department student assessment systems which enable student underachievement to be identified and acted upon at an early stage.
- Coordinating effective intervention strategies which support students so that they make the progress that is expected of them.
Reeson Education:
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