Learning coach

Globeducate International Schools

Globeducate is one of the world’s leading international K-12 education groups,

    with a network of schools and educational brands across multiple countries. Our schools are united

    by a shared commitment to educational excellence, innovation, international mindedness, and the

    development of students who graduate as global citizens who can shape the world. Colleagues at

    Globeducate benefit from working within a collaborative international community that values

    continuous improvement, professional learning and the sharing of best practice across the group.

Role Purpose

        The Group Learning Coach will play a key role in strengthening the quality and impact of teaching and learning across the ICS and GBIS schools. 

Working closely with the Head of Learning & Innovation, school leaders and teachers, the Learning Coach will support schools in translating the Globeducate Platinum Standard Framework and Impact on Learning programme into excellent everyday classroom practice.

This is a highly practical and relational role. The postholder will spend significant time within schools, working alongside teachers and leaders to develop practice through coaching, observation, modelling, professional dialogue and professional learning. The role will combine proactive school development, aligned with individual school strategic priorities, with responsive support where schools or teams identify particular areas for development.

At its heart, the role is about building capacity: helping excellent teachers become even better, supporting schools in areas requiring development, and creating opportunities for effective practice to be identified, shared and embedded across the group.

Key Responsibilities

        **Coaching and Developing Classroom Practice** 

• Work directly with teachers and leaders across primary and secondary phases to strengthen the quality of teaching and learning.

• Provide high-quality instructional coaching, professional dialogue and developmental feedback, building relationships based on trust, credibility and a shared commitment to improving learning.

• Observe learning in classrooms and work collaboratively with teachers to identify strengths and opportunities for development.

• Where appropriate, model teaching approaches, co-plan learning and support teachers in translating pedagogical principles into effective classroom practice.

• Support schools in developing practice across the key areas of the Platinum Standard Learning pillar, including Climate for Learning, Assessment, Engagement & Challenge, Feedback, Questioning & Critical Thinking, Technology for Learning, Student Achievement, Comparative Attainment, Intervention and Post-18 pathways.

School Improvement and Strategic Support

• Work proactively with schools to identify teaching and learning priorities arising from their strategic plans, self-evaluation and wider group priorities.
• Partner with school leaders to design practical programmes of support that lead to sustainable improvements in classroom practice.
• Provide responsive and targeted support where particular needs are identified within a school, phase, department or subject area.
• Support leaders in developing their own capacity to lead, monitor and improve teaching and learning.
• Ensure that improvement work builds sustainable expertise within schools rather than creating dependency on central support.

Platinum Standard

• Conduct and contribute to Platinum Standard visits, working collaboratively with school leaders to review practice against school self-assessment and the expectations within the Learning pillar.
• Use classroom visits, professional conversations, evidence of student learning and dialogue with leaders and teachers to help schools reflect on the impact of their current practice.
• Facilitate constructive professional dialogue that recognises strengths while helping schools identify clear and achievable priorities for further development.
• Support schools following Platinum Standard visits through coaching, professional learning and targeted follow-up activity, helping translate review findings into sustained improvement.
• Identify themes, strengths and development needs emerging across schools and share these with the Head of Learning & Innovation to inform group-wide priorities and strategy.

Professional Learning

• Design and deliver high-quality professional learning for teachers, middle leaders and senior leaders.
• Ensure professional learning is practical, evidence-informed and connected closely to classroom practice and student outcomes.
• Support schools in developing professional learning programmes that respond to their particular context and strategic priorities.
• Create opportunities for teachers and leaders across different schools to learn from one another and share effective practice.
• Identify excellent practice within individual schools and help make this expertise accessible across the wider ICS and GBIS network.

Learning, Technology and Innovation

• Support thoughtful and effective use of technology to enhance learning.
• Work with teachers and leaders to explore appropriate uses of AI and emerging technologies, maintaining a clear focus on their impact on learning rather than technology for its own sake.
• Identify promising and innovative approaches across schools and support their evaluation, development and wider dissemination where appropriate.

Group Collaboration

• Work closely with the Head of Learning & Innovation to support the implementation of the wider Globeducate learning strategy.
• Build strong relationships with Heads, senior and middle leaders, teachers and other colleagues across the group.
• Contribute to the development of group resources, frameworks and professional learning opportunities.
• Act as a connector between schools, helping expertise and effective practice travel across geographical, curricular and organisational boundaries.

Candidate Profile

Experience and Expertise

The successful candidate will be, first and foremost, an excellent classroom practitioner with a strong understanding of how students learn and what effective teaching looks like.

They will have significant teaching experience and a demonstrable record of highly effective classroom practice.

They should have experience supporting the professional development of other teachers through coaching, mentoring, professional learning or leadership.

The postholder must be comfortable working across both primary and secondary education. While candidates are not expected to be specialists across every age range or curriculum, they must have the pedagogical expertise, curiosity and adaptability to work credibly across different educational settings.

Experience of either British education and/or International Baccalaureate programmes would be highly advantageous. Familiarity with both would be particularly valuable, although a willingness and ability to develop understanding of unfamiliar curricula is more important than having worked within every context previously.

Experience within international education or a multi-school organisation would also be advantageous.

Personal Qualities

The successful candidate will be:

• An exceptional communicator who builds trust quickly with teachers and leaders.
• Positive, approachable and highly relational.
• Credible as a practitioner and passionate about excellent teaching.
• A skilled coach who can challenge constructively while maintaining strong professional relationships.
• Comfortable working with teachers and leaders at different stages of their careers and across different educational phases.
• Curious, reflective and committed to their own continued learning.
• Pragmatic and able to translate educational research and theory into practical classroom approaches.
• Comfortable working independently while being part of a wider group education team.
• Culturally aware and able to work effectively across different countries, school contexts and communities.
• Organised, adaptable and able to balance planned strategic work with responsive support.
• Willing and able to undertake frequent international travel.

We Offer

• Permanent full-time contract.

• Remote / Hybrid working to be based anywhere across the EU

• Free school lunch on campus.

• Supportive, innovative, and internationally minded teaching environment.

• Access to a wide range of professional development opportunities within the Globeducate network.

        True impact starts when we dare to Be Excellent, Be Supportive, Be a Pioneer,
  
        and Be Global. If you share these core values, apply now to join Globeducate and make a lasting difference,
  
        shaping the world.
  

Safeguarding Statement: Globeducate is committed to safeguarding and promoting the welfare of children

    and young people and expects all staff and volunteers to share this commitment. We welcome applications

    from all suitably qualified candidates, particularly those from underrepresented groups including ethnicity,

    gender, transgender status, age, disability, sexual orientation or religion. Successful applicants will be

    subject to safer recruitment checks, including an enhanced DBS check (with barred list where appropriate),

    checks with past employers, including overseas police checks, online searches and relevant pre-employment

    safeguarding assessments.