Descripción de la oferta
Job Description
ISP EAL and Multilingualism Lead Role Profile
Purpose of Role
The role of EAL and Multilingualism Lead is suitable for a passionate, motivated and determined team player who has an understanding of differentiation of language alongside content, and an appreciation of the link between home language, cultural identity and well‑being. You will need to have the ability to establish an excellent rapport with colleagues and strong collaborative working skills across all levels of the school and demonstrate effective leadership in promoting multilingualism and its development within the school.
ISP Principles
Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Well‑being and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well‑being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.
ISP Key Responsibilities
Supporting development of language policy across the school:
Assess, develop and monitor school needs with reference to the EAL and Multilingualism rubric and appropriate data.
Develop consistency of approach to EAL and multilingualism across the school.
Develop, regularly review and update the shared EAL action plan for all stakeholders.
Support the leadership team in communicating a shared vision on EAL and multilingualism.
Participate in regular reviews of the whole‑school language policy and recommend amendments.
Support with and contribute to the regular review of the Multilingualism and EAL roadmap.
Provide evidence to support judgements against the criteria within the Learning Improvement process and work towards meeting EAL objectives highlighted as learning priorities in the School Improvement Plan.
Promoting multilingualism in the school and fostering community links that enhance learner cultural identity, home language and international mindedness:
Champion EAL and multilingualism across the school to all stakeholders.
Have a thorough understanding of recent research on EAL and multilingualism.
Advocate EAL and multilingualism in various mediums, e.g. at cultural events, in blogs and in talks.
Explore language‑learning opportunities to support the home language development of learners in the local community beyond the school setting.
Participating in the admissions process for EAL and multilingual learners and managing their induction:
Develop or enhance initial placement assessments for EAL learners to determine their starting points before entry into school.
Oversee or deliver initial placement assessments of new EAL and multilingual learners in conjunction with the admissions team.
Use initial placement assessment results to determine EAL provision.
Fostering engagement with parents of EAL learners:
Where appropriate, communicate with parents on EAL and multilingual provision.
Facilitate community engagement for parents of EAL and multilingual learners.
Facilitate training for parents on best practice in EAL and multilingual learning.
Liaise directly with parents about individual EAL and multilingual learners.
Ensuring assessment is integral to the learning experience of all learners:
Ensure that assessment methods for EAL and multilingual learners are appropriate, effective and reported.
Ensure that proficiency‑level assessments are in place for all lower‑level proficiency learners.
Collaboratively reflect on whether communication and reporting of EAL and multilingual learner assessment results are appropriate for their proficiency.
Guiding the planning and teaching of EAL across the school:
Assess, develop and monitor subject/class teacher capacity to support differentiation.
Work collaboratively with specialist, year group and class teachers to support the needs of EAL and multilingual learners within the curriculum.
Support specialist, year group and class teachers with guidance and expertise on teaching language alongside content.
Identify areas for training and professional development.
Support specialist, year group and class teachers with developing resources.
Support specialist, year group and class teachers with effective language‑learning strategies to support EAL and multilingual learners.
Deliver and guide effective scaffolding of language to enable access to the curriculum.
Liaise and communicate all of the above with stakeholders as appropriate, e.g. Head of School/Principal/Year Head/Curriculum Lead/Subject Leader/Admissions Director/Parent Lead (Parent Association or other)/ Language teachers/SENCO.
Operational Responsibilities
Adhere to and promote school policies and procedures, e.g. Behaviour for Learning, Anti‑bullying, Health & Safety, Safeguarding etc.
Work with fellow members of staff by sharing ideas on good practice on areas for EAL and Multilingualism.
Keep up to date with developments in teaching practice and methodology.
Share breaktime and lunchtime duties and responsibilities with other members of the team.
Participate in continued professional development.
Be an active member of the school community to support its vision, school values and its dedication to Constantly “getting better” and promoting amazing learning opportunities.
Knowledge, Skills and Competencies
Essential Personal Qualities
Empathy
Open‑Mindedness
Cultural Agility
Excellent Communication skills
Excellent rapport with colleagues
Passion for Language Learning
Essential Skills
Excellent teaching skills
Confidence to work across age ranges throughout the school
Ability to build rapport with colleagues of different levels of experience
Excellent organisational skills
Clear and regular communication skills with colleagues, students and parents
ISP Commitment to Safeguarding Principles
ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.
ISP Commitment to Diversity, Equity, Inclusion, and Belonging
ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.
#J-18808-Ljbffr
