Eal Lead Teacher

4 weeks ago

UAE, United Arab Emirates Reach British SchoolUnited Arab Emirates Full time

**Reach British School**
United Arab Emirates

Quick apply

**Salary**:

Competitive salary (tax free)

**Job type**:

Full Time, Permanent
2 October 2024

**Job overview**:
The EAL Lead Teacher Multilingualism supports their school to embed quality provision and drive improvement through our quality assurance framework, the EAL/Multilingualism Roadmap and by committing to continuous engagement with the Learning Improvement Process. The role profile for the Head of EAL/Multilingualism actively contributes evidence of visibility and impact against the 9 criteria of ISP’s Learning Improvement Process, and increasing alignment against ISP’s EAL/Multilingualism Roadmap. The 9 criteria are listed as follows:
Criteria 1. Atmosphere

Criteria 2. Shared Ideas

Criteria 3. A Focus on Learners and Learning

Criteria 4 Learning and Teaching

Criteria 5. Evidence of Learning

Criteria 6. Leadership for Learning

Criteria 7. Learning Spaces

Criteria 8. In Partnership with Parents and Carers

Criteria 9. Learning Improvement Planning

Job description:
A) Leading, developing and implementing ISP’s EAL/Multilingualism strategy across the school, including:
1. Developing, improving, agreeing and implementing the school’s EAL/Multilingualism language policy.

2. Identifying and removing barriers to language learning across the school and setting high standards for language provision through collaboration with all stakeholders.

3. Upskilling school learning communities (leaders, teachers, students and parents/carers) about the benefits and processes of multilingual learning, including the value of home languages development, using translanguaging pedagogies and identifying realistic time frames and outcomes for students to progress from developing Basic Interpersonal Communication Skills to CALP.

4. Contributing to enhanced admissions procedures to develop detailed individual language profiles, assess baseline language proficiency, identify possible future pathways and set students and their families up for success in language learning.

5. Identifying and implementing a comprehensive language learning framework to track and monitor student progress across the school.

6. Gather evidence of learning in real time through regular Learning Visits to ensure that all plurilingual learners are either engaged in a ‘good struggle’ or consolidating learning, using translanguaging and other impactful pedagogical practices which reflect the Learning. First methodology.

7. Reviewing evidence of language learning over time such as via MAP growth, GL Assessments and Bell Framework tracking to evaluate the impact of provision, and using this to support improvement planning, target setting and getting better.

B) Working in partnership with key school stakeholders to drive, embed and develop ISP’s EAL/Multilingualism strategy, including:
1. The Regional Head of EAL/Multilingualism/Group Head of EAL/Multilingualism to report and collaborate on school-based initiatives, areas requiring additional support, professional learning opportunities and Roadmap alignment.

2. The school principal and members of the SLT to develop language policy and action planning usingISP’s Learning. First approach and the 9 Criteria of the Learning Improvement Process.

3. The school’s admissions team to support the initial enrolment, language profiling and baseline assessment and induction of plurilingual learners into the school.

4. The school’s ILOS, Life Competencies, Future Pathways and Academic Achievement Leads, to ensure collaboration around Roadmap alignment and the integration of opportunities to develop language learning initiatives.

5. The school’s Head of EdTech, to deliver digital and blended experiences to support and accelerate language learning across the school.

6. Where relevant, the Inclusion team to identify language needs which may be linked to or inclusive of neurodiverse student profiles.

7. Other school-based EAL/Multilingualism heads and specialists within the region to collaborate on developing and implementing best practices, regional learning events and to support, review and improve language provision.

8. Teachers across the school to ensure that Knowledge, Skills and Understanding (KSU) related to EAL/Multilingualism are developed and embedded in all planning and learning design.

9. Where relevant, mentoring and supporting Teaching or Learning Assistants within the school and identifying opportunities and activities to support their professional development.

10. As referenced in the role profile, active and regular engagement with parents and carers, to ensure that key KSU about the school’s approach to EAL/Multilingualism are widely shared and embedded, while detailed understandings about individual students’ needs, profiles, progress and next steps are communicated openly and accessibly.

C) Designing and facilitating language learning across the curriculum, including:
1. Collaborating regularly w

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