Director of Academic ICT

Wellington College China

Job Overview

Tianjin | Academic | Wellington College Tianjin

Reports to: Master, Head of Senior School, Director of Studies
Wellington College is committed to providing world-class educational opportunities in the city of Tianjin.
We seek to recruit and develop staff members who are fully engaged with the stated vision of the
school – [to] “aspire to create a caring, international community that develops well-rounded individuals
with strong values and the skills to thrive within an ever-changing global society” and who are guided
in their professional and personal conduct by the core Wellington values – courage, respect, integrity,
kindness and responsibility. In this way, the post holder should regard the following outline of the job
description not as a checklist of things to achieve, but as a starting point for their growth in the role.
ABOUT US
Wellington College International Tianjin’s Senior School provides pupils aged 11-18 years with
access to an education rooted in the strong values and progressive approach to learning
synonymous with Wellington College. The school offers its pupils rigour and challenge
throughout the journey from Key Stage 3, largely mirroring the national curriculum in England,
and then on to IGCSE and A Levels in Key Stages 4 and 5. We aim to prepare pupils for
success during and after their time at the College; the overwhelming majority of our leavers
in Year 13 go on to study at universities across the world.
Within a culture of shared vision, mutual respect, high academic standards, open
communication and a commitment to best practice, the teachers at Wellington form an
integral part of a close team determined to develop and evolve in their personal and
professional development.
TIANJIN
China today boasts at least two of the world’s great cities on its mainland – Beijing and
Shanghai. While these megacities, with populations well in excess of 20 million people, hog
the limelight, so-called ‘second tier’ cities, such as Tianjin provide some light relief from the
hectic pace of life. Tianjin may be the largest city most people have never heard of; it is
China’s 4th largest city, with over 15 million people spread across its main urban centres. It is
the former port city for Beijing, providing the capital with its access to the sea and the trade
routes across the world.Any visitor to Beijing or Shanghai cannot have failed to notice the scale of those cities, and
with that vast size comes an almost inevitable compromise in terms of traffic jams, higher
prices and crowds of tourists and locals alike. Tianjin, by contrast, has a rather less frenetic
pace of life. Inhabitants can take long, peaceful walks along the beautiful HaiHe river or mooch
around the former European concession areas in WuDaDao. It is a big city, but with the feel
of a compact and connected centre – the ‘downtown’ areas of shopping, sporting and leisure
facilities all sit within a few square kilometres of the CBD. Strolling, jogging or cycling around
the city is remarkably easy and affords a chance to see the historic and cultural highlights whilst
never being too far from a restorative coffee shop orrestaurant.
The city’s traditional heart is around the Drum Tower, just a few minutes’ walk from the
school. Here, arts and crafts’ shops rub shoulders with antique dealers and restaurants offering
local Tianjin delicacies. Further along the river, and again within easy reach of the school, lie
the former concessions, sections of the city which in the 19th Century were annexed by the
major world powers, including Britain, Germany, the US and Japan. All saw in Tianjin the
chance to exploit Chinese trade, and as a result, the city has developed some historic areas
which reflect the architecture and ambitions of their former occupiers. A day spent wandering
around WuDaDao, or the recently restored Italian concession area, makes for a fascinating
journey into the city’s past. Venturing outside the city, Tianjin has its own stretch of the Great
Wall, which makes for a scenic and peaceful two-hour hike: the crowded Wall sections around
Beijing will seem a million mile away once you set foot on the Huangyaguan stretch of this
UNESCO World Heritage site.
KEY RESPONSIBILITIES:
Teaching and Learning
The Director of Academic ICT has an overall role for the development and
monitoring of the teaching of Computer Science and ICT within the Senior School.
They are directly responsible in this aspect of the role to the Head of the Senior
School.
As such, the Director of Academic ICT has responsibility for the quality of the
Department’s courses, management of departmental resources and the
professional practice of its personnel.
There will be a teaching responsibility for pupils ranging from Year 7 to Year 13
and the Director of Academic ICT will be expected to support any staff that work
under them and see to their needs in terms of subject specific training.
Strategic Development of ICT across the College
Lead the strategic direction and the creation of an overarching integrated ICT
vision; develop the Strategic Development Plan for ICT, ensuring alignment with
the School’s Development Plans and vision and mission, and reviewing academic
ICT requests from across the College.
Ensure that related policies on ICT are updated where necessary and added to
when required, including those on the use of ICT, issues of safeguarding and the
development of a device policy.
Ensure that staff development needs are identified and appropriate training is identified.
Create an annual budget proposal for capital and recurring ICT costs in order to
support planned teaching and learning, administration needs and the ICT strategic
plan.
1 Knowledge, Experience and Profile
Required Qualifications / Skills:
a) A relevant degree and professional teaching qualification is essential
b) Excellent knowledge of Computer Science and ICT from KS3 upwards
c) A minimum of two years’ experience in teaching Computer Science and ICT from
KS3 to KS5
d) A passion for the subject and a desire to share this with as wide a range of pupils as
possible
e) Experience in designing and delivering progressive ICT and computer science
curricula at all key stages
f) Experience in writing and teaching higher level computer languages such as Python
and Java
g) Puts the well-being of the pupil at the heart of what they do and can demonstrate
how they will support the development of the school’s values and vision.
h) Fluency in written and spoken English to enable effective communication within
working relationships
i) Honesty, integrity, compassion, and a good sense of humour
j) Strong organisational, self-management and problem-solving skills
Desirable Qualifications / Skills:
Experience of Cambridge IGCSE IT, delivery and assessment
Experience of leading a team and/or significant project leadership
Experience teaching and mentoring EAL pupils, with the ability to prepare and
deliver visual teaching resources to support EAL pupils
Policy:
To attend relevant meetings
To undertake any other duties as reasonably requested by the Master, Head
of Schools or the Director of Studies
Teaching and Learning
2 General role description:
Curriculum:
To teach a broad and balanced, relevant curriculum for ICT and/or Computer
Science at KS3 to KS5
To develop engaging schemes of work, building opportunitiesfor:
Ensuring progression
Active learning
Assessment for learning
Meeting the needs of all learners
New technologies, including robotics
Enrichment and external links
Learning:
To maintain up-to-date records of student progress across all aspects of
performance
To ensure pupils make good or outstanding progress in ICT and Computer
Science
To deal effectively with behaviour, attendance and punctuality issues
Assessment:
To carry out the regular assessment and marking of pupils’ work, according to
the departmental and whole school assessment and marking policy
To keep records of pupil attainment and progress
To monitor pupil achievement against school and national data at individual pupil
and teaching group level, and to take action to improve achievement and combat
identified under achievement
To carry out assessment and feedback
Guidance & Welfare:
Where appropriate, act as a form tutor, fulfilling the following functions:
To take overall responsibility for monitoring tutees’ academic and wider progress
and development, acting in line with school policies in this area;
To review progress and support pupils in target setting and action planning;
To ensure that all pupils are valued and treated according to the aims of the
school.
“Aligned with the recommendations of the International Task Force on Child Protection,
we hold ourselves to a high standard of effective recruiting practices with specific
attention to child protection.”
ITFCP Statement of Commitment
Wellington College China schools are committed to safeguarding and promoting the
welfare of children. Assessment and testing of applicants’ suitability to work with children
is an integral part of the selection process.
March 2023

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