Primary School Vice Principal
- Early Childhood, Elementary
- Licensed Teacher
- 5 years of teaching experience
- Teaching Credential/License
- Bachelor’s Degree in Education or a closely related field, Master’s Degree preferred
- Five years of successful Primary School teaching experience, preferably in an IB school
- Successful leadership experience
- English proficiency
Knowledge, Skills, and Abilities
- Knowledge of IB or constructivist principles and practices of instruction, curriculum, professional development, and assessment
- Ability to impart knowledge and understanding about effective teaching practices to others
- Ability to work independently and as part of a team
- Ability to express ideas and concepts clearly and concisely in oral and written form
- Ability to establish and maintain cooperative and professional working relationships with Individuals, groups, and public and private agency personnel
- Ability to motivate, challenge and guide others in the improvement of educational goals
To be discussed after the interview.
The Vice Principal plays a major role under the direction of and in collaboration with the Principal in formulating the aims and objectives of the school, establishing the policies through which they shall be achieved, managing staff and resources to achieve the aims and objectives of the school and monitoring progress towards their achievement. The Vice Principal also has the responsibility to assist the Principal with curriculum development throughout the School.
- The Vice Principal undertakes the professional duties delegated by the Principal. In partnership with the Principal, the Vice Principal provides professional leadership and management of teaching and learning throughout the school.
- Support the Principal
- Ensure the vision for the school is clearly articulated, shared, understood, and acted upon effectively by all
- Demonstrate the vision and values of the school in everyday work and practice
- Motivate and work with others to create a shared culture and positive climate
- Assist the Principal in the ongoing and annual review of standards of leadership, teaching, and learning in specific areas of responsibility and across all areas of school provision, consistent with the procedures in the school self-evaluation policy.
- Create subject curriculum development plans which contribute positively to the achievement of the School Development Plan and actively involve all staff in its design and execution.
- Develop and implement policies and practices for the curriculum area(s) which reflects the school’s commitment to high achievement and are consistent with local strategies and policies
- Promote high expectations for the attainment
- Establish short, medium and long-term plans for the development and resourcing for the specific areas of responsibility
- Monitor the progress made in achieving subject/area plans and targets, and evaluate the effect on teaching and learning
- Work with outside agencies and stakeholders to inform future action
- Leads learning and teaching, and develops educators’ teaching practice
- Works with the Principal to raise the quality of teaching and learning and learners' achievement, setting high expectations and monitoring and evaluating the effectiveness of learning outcomes
- Provides regular feedback for colleagues in a way which recognizes good practice and supports their progress against professional and performance development objectives resulting in a tangible impact on students learning
- Develops whole staff, teams and individuals to enhance performance
- Undertakes to coach and mentoring
- Plans, organizes and delivers staff meetings, where necessary bringing in outside speakers
- Keeps abreast of the latest developments in the area and disseminates effectively to other members of staff
- Plans, delegates and evaluates work carried out by team(s) and individuals
- Create, maintain, and enhance effective relationships
- Assists in the recruiting and selection of teaching and support staff
- Works with the Principal to ensure the school’s accountability to a wide range of groups, particularly teachers, parents, and carers, ensuring that learners enjoy and benefit from a high-quality education, for promoting collective responsibility within the whole school community.
- Develops a school ethos that enables everyone to work collaboratively, shares knowledge and understanding, celebrate success and accept responsibility for outcomes
- Works with the leadership team (providing information, objective advice and support) to enable it to meet its responsibilities
- Develops and presents a coherent, understandable and accurate account of the school’s performance to a range of audiences including parents and carers
- Reflects on personal contribution to school achievements and takes account of feedback from others
- Monitors and evaluates learners’ progress to make a measurable contribution to whole school targets
- Engages all staff in the creation, consistent implementation, and improvement in schemes of work and curriculum plans which encapsulate key school learning strategies
- Guides a choice of teaching and learning methods/strategies; coaches and mentors teachers
- Exemplifies good practice
- Undertakes shared planning, team teaching, etc
- Develops and implements systems for recording learners’ progress
- Evaluates the quality of teaching and standards of achievement, setting targets for improvement
- Works with the Principal to provide effective organization and management of the school and seeks ways to improve organizational structures and functions based on rigorous self-evaluation
- Works with the Principal to ensure the school and the people and resources within it are organized and managed to provide an efficient, effective and safe learning environment
- Collaborates with the Principal to oversee and evaluate the subject/area budget allocation to ensure the budget is spent in line with subject/area learning priorities and
- best value principles
- Helps secure and allocate resources to support effective learning and teaching
Developing Self and Working with Others
- Works with the Principal to build a professional learning community that enables others to achieve
- Supports teachers to help them achieving high standards through effective continuing professional development
- Is committed to one’s professional development
- Implements successful performance management processes
- Treats people fairly, equitably and with dignity and respect to create and maintain a positive school culture
- Builds a collaborative learning culture within the school and actively engages with other schools to build effective learning communities
- Acknowledges the responsibilities and celebrates the achievements of individuals and teams
- Develops and maintains a culture of high expectations for self and others
- Regularly reviews own practice, sets personal targets, and takes responsibility for own professional development
- Achievement of Learners
- Evaluates data to identify barriers to learning and suggests ways to address these
- Monitors the progress of learners throughout the year, identifying gaps and any underachievement (through book scrutinies, planning checks, observation, discussion with learners, etc)
- Works with the Principal to engage with the internal and external school community to secure equity
- Works with the Principal to collaborate with other schools and organisations to share expertise and bring positive benefits to GHA and other schools
- Works with the Principal collaboratively at both strategic and operational levels with parents and carers and across multiple agencies for the well-being of all children
- Assists in the development and maintenance of a whole school approach to assessment and target setting
- Analyses assessment data from a variety of sources to inform whole school planning and resourcing
- Presents assessment data to a range of stakeholders
- Develops ways in which parents can be informed about attainment.
- Evaluates analysis of data to identify barriers to learning and suggest ways to address these
- Monitors the progress of learners throughout the year, identifying gaps and any underachievement (through book scrutinies, planning checks, observation, discussion with learners, etc).
- Provides class teachers, Grade Level leaders, HODs with assessment data
- Coordinates informal and formal assessment arrangements.
- Ensures assessment materials are ordered and located in the relevant areas of the school
- Provides professional leadership and management of a key area of the School Development Plan as agreed, on an annual basis, with the Principal
- Provides professional leadership and management of the Curriculum
- Takes an active role in the Leadership Team, contributing to the development of identified areas leading to high standards of teaching, effective use of resources, and improved standards of learning and achievement for all children
- Identifies and pursues leadership and management development opportunities (to be agreed and negotiated with the Principal who will give support throughout)
- Communicates and responds to parent concerns and complaints
- Organises duties for staff in conjunction with the Deans
- Additional responsibilities as determined by the Principal
Green Hills Academy was established in 1997 with 130 students. Currently, GHA educates approximately 1,600 learners from 62 different nationalities in Nursery through Grade 12. GHA offers the International Baccalaureate Diploma Programme (DP) and will begin implementing the Primary Years and Middle Years Programmes in September 2021. GHA is the only school in Rwanda offering the DP, which helps our learners gain admission to competitive universities globally. GHA is also the only school in Rwanda with Label France Education accreditation, helping learners pursue further education and careers in Francophone countries. GHA is accredited by Cognia.
GHA offers two options for learners from Nursery through Middle School. Parents can choose the English track, where students study all content areas in English, and French and Kinyarwanda as additional languages. Alternatively, parents can choose our bilingual French/English or 50/50 program in which learners spend approximately half their time learning in English and the other half in French.
Located on a lush 26-acre campus in the heart of Kigali, GHA's facilities include spacious classrooms, a gymnasium, pool, music, and band room, dining hall, soccer field, and boarding houses for learners in Grades 7 to 12.
Rwanda is the safest country to live in Africa, according to a Gallup Poll. The "land of a thousand hills" Rwanda is also lush and beautiful with a moderate climate year-round. Kigali is a clean, green, and thriving city.