Deputy Head of Primary at International… · Kuala…

Job Description

The Asia Pacific Schools, in partnership with The International Schools Partnership (ISP), equips students for local and global success by delivering Amazing Learning and offers both the international and Malaysian National curricula in the Klang Valley, Malaysia.

The Asia Pacific Schools promotes equality and is an equal opportunity employer that prohibits discrimination and harassment of any kind. We are committed to diversity and inclusion, as well as providing employees with a work environment that is free of discrimination and harassment.

Key benefits:

• A culture of engagement and trust, where staff contributions are recognized and valued.
• A passionate and motivated team of professionals who put children at the heart of decision-making.
• An embedded whole campus commitment to professional development and a commitment to serving others.
• A peer network of like-minded teaching colleagues and support from operations’ staff.
• Access to expertise, best practice sharing and learning opportunities across countries and cultures.
• A commitment to employee well-being.

We also offer:

• Competitive salary
• Pension fund contribution to an Employee Provident Fund (EPF)
• Fee discount for children of employees
• Outpatient and inpatient medical benefits
• Paid leaves: medical, hospitalization, annual leaves, maternity, compassionate, etc.

======================================================================= ASIA PACIFIC INTERNATIONAL SCHOOL

We are seeking to hire Deputy Head of Primary with experience teaching in an International School setting for commencement Jan 2027. Reporting to: Head of International.

Purpose of Role

To provide strategic and operational leadership for the International Primary School, ensuring the highest standards of teaching, learning, wellbeing and student achievement. The Deputy Head of Primary will lead on areas of school improvement, professional learning and curriculum development, driving the implementation of the APIS Learning Improvement Plan (LIP) through evidence-informed practice, coaching, learning visits and effective leadership development.

The Deputy Head of Primary will foster a culture of kindness, collaboration, accountability and continuous improvement, ensuring all staff are supported and challenged to achieve their best whilst maintaining a relentless focus on student outcomes.

ISP Principles

We begin with our students . Our children and students are at the heart of our business. Simply, their success is our success.

We treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the wellbeing of each other.

We operate effectively . We focus relentlessly on the things that are most important and will make the most difference.

We are financially responsible. We make financial choices carefully based on the needs of our children, students and schools.

We learn continuously. Getting better is what drives us.

APIS Deputy Head of Primary Key Responsibilities:

• Uphold and actively promote the school's vision, mission and values.
• Lead and oversee the day-to-day operation of the Primary School.
• Serve as a key member of the APIS Senior Leadership Team.
• Lead the implementation and evaluation of the APIS Learning Improvement Plan.
• Drive improvements in teaching and learning through learning visits, instructional coaching, professional dialogue and evidence-informed practice.
• Lead professional learning and staff development programmes aligned to school priorities.
• Develop a culture of trust, support, collaboration and professional growth.
• Line manage and develop Phase Leaders, building leadership capacity across the school.
• Use assessment, attendance, wellbeing and achievement data to identify priorities and secure continuous improvement.
• Contribute to strategic planning, self-evaluation, accreditation and school development processes.
• Promote strong relationships with students, staff, parents and the wider community.
• Demonstrate a flexible and collaborative approach by providing leadership, operational or teaching cover where necessary to support the smooth running of the Primary School.
• couraged to apply**.**

​Strategic Leadership and School Improvement

• Contribute significantly to the strategic direction of APIS and the achievement of school improvement priorities.
• Lead the implementation, monitoring and evaluation of agreed school improvement initiatives.
• Translate strategic priorities into clear actions that improve classroom practice and student outcomes.
• Establish short, medium and long-term development plans for areas of responsibility.
• Anticipate challenges and opportunities and take proactive action to secure positive outcomes.
• Support rigorous self-evaluation processes and contribute to development planning.
• Hold leaders and staff accountable for agreed standards, targets and expectations.

Teaching, Learning and Curriculum

• Lead the continuous improvement of teaching and learning across the Primary School.
• Strong knowledge of the National Curriculum for England and experience of curriculum design, implementation and evaluation.
• Establish and promote evidence-informed approaches to teaching and learning.
• Ensure a culture of high expectations, challenge and support for all learners.
• Lead the development, implementation and review of curriculum provision.
• Ensure effective assessment, recording, reporting and tracking systems are in place.
• Use student performance data to identify strengths, priorities and interventions.
• Promote consistency and excellence in classroom practice.
• Ensure effective transition arrangements across all year groups.
• Act as an exemplary practitioner and role model for teaching and learning.

Learning Visits, Monitoring and Evaluation

• Lead a programme of regular learning visits, work scrutiny, student voice activities and professional dialogue.
• Use evidence gathered from learning visits and monitoring activities to inform professional learning priorities and strategic decision-making.
• Use findings from monitoring activities to evaluate the impact of school improvement priorities.
• Provide developmental feedback focused on improving student learning.
• Identify effective practice and support its dissemination across the school.
• Ensure monitoring activities promote professional growth and are not viewed as compliance exercises.
• Report regularly on strengths, priorities and progress against improvement targets.

Professional Learning and Staff Development

• Design, implement and evaluate a coherent programme of professional learning aligned to school priorities.
• Develop a culture of continuous learning, reflection and professional inquiry.
• Provide coaching and mentoring for teachers and leaders.
• Lead staff meetings, workshops and professional development activities.
• Support middle leaders in becoming effective instructional leaders.
• Encourage engagement with current educational research and evidence-informed practice.
• Ensure professional development has measurable impact on classroom practice and student outcomes.

Leadership and People Development

• Build a positive, supportive and collaborative professional culture.

• Develop leadership capacity through coaching, challenge and support.

• Hold middle leaders accountable for the quality of teaching, learning, curriculum implementation and student outcomes within their areas of responsibility.

• Promote staff wellbeing whilst maintaining high expectations.

• Foster relationships based on trust, respect and professional accountability.

• Celebrate individual and team successes.

• Lead performance management processes effectively and fairly.

• Model kindness, integrity, professionalism and a solutions-focused approach. Accountability and stability

• Promote the highest standards of safeguarding, welfare and child protection.

• Ensure compliance with all school policies and procedures.

• Support staff in fulfilling their responsibilities for student achievement and wellbeing.

• Use data and evidence to evaluate effectiveness and secure improvement.

• Contribute to reporting school performance to stakeholders.

• Promote a safe, inclusive and supportive learning environment.

Community Engagement

• Develop strong partnerships with parents and carers.
• Promote positive relationships throughout the school community.
• Support school marketing, admissions and community engagement activities.
• Publicise and celebrate student and staff achievements.
• Strengthen partnerships with external agencies and organisations where appropriate.

Skills, Qualifications and Experience

• Qualified Teacher Status.
• Bachelor's Degree in Education or equivalent recognised teaching qualification.
• NPQH, NPQSL or postgraduate qualification in leadership/education desirable.
• Significant successful leadership experience in a primary or international school setting.
• Demonstrable experience leading school improvement initiatives.
• Strong understanding of curriculum, assessment and teaching and learning.
• Experience of coaching, mentoring and developing staff.
• Strong analytical skills and ability to use data effectively.
• Excellent communication, interpersonal and organisational skills.
• Ability to inspire, influence and lead others effectively.

Personal Attributes

The successful candidate will:

• Be proactive and solution-focused.
• Be highly visible and approachable.
• Demonstrate kindness, empathy and integrity.
• Be collaborative and an outstanding team player.
• Be resilient and adaptable.
• Be committed to continuous improvement.
• Place students at the heart of decision-making.
• Inspire confidence and trust across the school community.

ISP Leadership Competencies

You consistently demonstrate and role-model the ISP Leadership Competencies in all that you do.

Cognitive

• Strategic, commercial and financial acumen
• Understands education sector and what drives success
• Outcome-driven with strong a strong focus on results
• Shares our ambition and goals and champions desired change
• Delivers strategic outcomes by inspiring and motivating their team to work towards shared goals
• Demonstrates financial understanding when making decisions and taking action
• Keeps self and team organised and on track
• Creative Problem Solver
• Tackles challenges in an organized and systematic way and finds solutions
• Sees problems as opportunities to improve and better deliver against organisational priorities
• Creates a safe environment within team to encourage innovation and problem-solving
• Empowers team to apply creativity and flexibility to overcome challenges
• Identifies risks and creates and implements mitigation plans

Interpersonal

• Intentionally connects

• Supports, enables and inspires others to give their best

• Takes time to understand their team and personalise individual experiences

• A skilled identifier of talent who recognises the value of soft skills (emotional intelligence, drive, learnability etc.) as predictors of potential

• Focuses on people’s development through coaching and mentoring, sharing their experiences and insight

• Recognises and celebrates successes

• Collaborative & Communicative

• Develops and shares our collective vision

• Encourages collaboration and teamwork, making people feel like they are working and succeeding together

• Open-minded; actively listening and seeking and welcoming feedback

• Communicates honestly, transparently and with genuine care and empathy

• Articulates thoughts and ideas clearly and adjusts how they communicate to the person or situation

Self-Leadership

• Amazing learner

• Self-aware, humble and a good listener

• Manages their own personal development, focusing on continuous learning and getting better

• Is open about their own areas for development and encourages their team to be the same

• Builds a team with complementary skillsets to support them in areas where they are not so naturally suited

• Curious; asks questions, explores and builds on ideas

• Resilient

• Practices self-care and encourages their team to do the same

• Uses inner strength when times are challenging or when working outside of their comfort zone

• Understands their own qualities, skills, emotions and triggers and uses this understanding to remain composed and confident in uncertainty

• Recovers positively from setbacks, using them as an opportunity

Digital

• Technologically literate

• Digital collaborator, who works effectively with technical specialists

• Stays up to date with the latest technology and trends and knows how these can be applied in their role

• Demonstrates an adaptive techmindset, constantly evolving their understanding and application of what is possible using tech

• Assesses the impact of new technologies for their role and the organisation

• Digital data fluent

• Effectively interprets digital data and uses it in decision-making

• Collects, shares and analyses evidence to demonstrate impact, make connections and set improvement targets

• Connects data from different digital sources to design, develop and implement action

• Simplifies complex digital data into clear and understandable information for different audiences

• Uses a mix of digital data, experiences, instinct and context to make decisions

Global

• Values-driven

• Role models the ISP Principles

• Prioritises wellbeing, inclusion and belonging and is caring, considerate and supportive of their team

• Demonstrates a multi-cultural mindset and respects the different values, behaviours, attitudes and practices across cultures

• Seeks different perspectives and integrates diversity of thought from team

• Sustainability-focused

• Considers the environmental and social impact of their decisions and finds ways to minimise these

• Uses their passion and credibility to challenge ways of thinking

• Advocates for policies and practices that support a more sustainable future

• Identifies inefficiencies and wastefulness and prioritises productive and balanced use of resources.

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 postholders 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 of 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**.**

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. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding

and Health & Safety 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 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.