Job Title: KG Head Job Location: Abu Dhabi Our reputed client an "Indian International School " is looking forward to recruit for the position of "KG Head " in Abu Dhabi. 1. PURPOSE To provide academic leadership and develop multi-dimensional high quality curriculum with a wide range of co-curricular activities while insuring that the philosophy of the school is maintained by following academic standards and at the same time serve as the primary spokesperson for various external agencies 2. SCOPE The Head of Kindergarten reports to the Chief Executive Officer with a dotted line reporting to Chairperson of School. They would also need to be in constant contact with the management, stakeholder, parents, faculty, students and members of the community They are required to understand that failure to deliver the assignments would affect the overall performance of the teachers, school and in turn learning of the students and in certain cases may result in financial hardship. 3. RESPONSIBILITY The Head of Kindergarten should demonstrate high professional standards in all aspects of her work. They will be subject to an annual performance review; judged basically against Key Performance Indicators (KPI's) and targets that are mutually agreed upon. They are required to understand that failure to deliver the assignments would affect the overall performance of the teachers, school and in turn learning of the students and in certain cases may result in financial hardship. 3. A. Key Areas of Accountability a) To lead and manage the day to day running of KG. b) To act as a role model of exceptional classroom practice for other teachers, modelling effective strategies with them. c) To be accountable for promoting effective Early Years Teaching and Learning. d) To provide a stimulating learning environment across the phase. e) To evaluate the outcomes of effective Teaching and Learning across the phase and take key accountability role in the self-evaluation process of the school. f) Ensure continuity and progression across the phase through agreed teaching strategies and policies in line with the School Development Plan. g) To be accountable for student outcomes across the phase. 3. B. Exercising the teacher's professional skills and judgements a) To have specialist and up to date knowledge of Early Years education to inform teaching and learning. b) To have an understanding and knowledge of the KG phases which compliments effective transition with Grades 1+2 c) To be able to motivate, support and challenge staff. d) To encourage a shared understanding of the contribution early years pedagogy makes to future lifelong learning. e) Accountability for the effective procurement, ordering and deployment of both human and physical resources within the phase ensuring that healthand safety remains a priority at all times. 3. C. Lead and manage the curriculum across the phase a) To develop strategic plans for the phase which identify clear targets, time frames, success criteria and timetables in the context of the School Development Plan. b) To be accountable for the development of the KG curriculum. c) To be accountable for the development of the basic skills of Oracy, Reading, Writing and Numeracy that meet the needs of all students and contributes to raising standards. d) Lead staff in the creation, implementation and improvement of schemes of work including long, medium and short term planning. e) To lead and support whole school developments. f) To monitor and evaluate progress against identified targets for all classes. g) Monitor and evaluate outcomes at the end of KG. h) To develop a smooth transition from one Phase to the next. i) To identify and provide CPD opportunities, liaising with the Head of Primary where appropriate. j) To pro-actively support the Head of Primary with the Leadership and Management of the Section of the school. 3. D. Impact on educational progress of pupils other than own a) To be accountable for standards of achievement and attainment in KG based on baseline assessments. b) Analyse progress through the use of appropriate assessments, data and records to make measurable contribution to whole school targets. c) To work with the Leadership Team, Governors, parents, students and community in order to obtain the best possible communication and education for the pupils in the KG phase. d) To monitor and manage standards of behavior and attendance. 3. E. Leading, developing and enhancing the teaching practice of other staff a) To be an active member of the Primary Leadership team. b) To communicate with all staff and the Head of Primary to enable information to be disseminated and discussed. c) Provide support, challenge and information to all colleagues within the phase. d) Lead staff in developmental activities and evaluate outcomes. e) To be part of Performance Management arrangements of the school. f) Offer feedback, advice and coaching to colleagues measured against Performance Management targets. g) To monitor the performance of all staff in KG and liaise with the Head of Primary. h) To induct new members of staff and students within the phase in terms of teaching and learning policy and practice. i) To take responsibility for the pastoral care and wellbeing of students and staff within the Phase. 3. F. Line management responsibilities a) Direct line management of KG1 and KG 2 coordinators. b) Oversight of all KG staff both teaching and non-teaching. c) Deployment and recruiting of Assistant Teachers and Nannies in KG.d) To lead and manage staff attendance and cover/substitution issues. 4. WORK ENVIRONMENT 4. A. Physical demands: The Head of Kindergarten may have to spend long hours which may include weekends and evenings. They are often in school before the school day starts, and stay well after the students have gone home. After School Activities, school concerts, Open house days and preparing the school for inspections all take up extra hours. 4. B . Family life commitments: The Head of Kindergarten may have to travel nationally and internationally to attend conferences and seminars, or to other schools for sports tournaments, educational and cultural visits, and to meet other Head of Kindergartens. 4. C. Psychological demands: Significant stress is caused while dealing with young children and parents of different nationalities. The Head of Kindergarten will have to manage a number of requests and situations at one time. Stress may be caused by the need to complete tasks within tight deadlines. 5. KNOWLEDGE Strong academic teaching skills Proven experience and results orientated Good experience in leadership and development Skilled in motivating and continuous development of staff and pupils Team building skills Decision making skills Effective written communication skills Advanced skills in Microsoft Office Essentials (including Excel, Access, Word, Publisher) Strong skills on SMART Interactive Whiteboards Knowledge of networks and Windows operating systems 6. SKILLS Building strategic working relationships Contributing to team success Coaching Continues learning Communication with staff at all levels in organization Planning and organizing work Initiating action Technical/Professional knowledge and skills Patience Work calmly under stress Prioritize Ability to analyze and ask questions Willing to take responsibility Decisive 7. EDUCATION QUALIFICATION & EXPERIENCE The Head of kindergarten will be required to have the following two or more categories of educational qualification in combination proportionately to their experiences. 7. A. At least Master's Degree (or its equivalent) with a teaching degree or its equivalent with 5 years' experience of teaching of High or Higher Secondary/Intermediate classes oro At least Bachelor's Degree from a recognized University; o B.Ed. from a recognized University/Institute; and o 8 years' experience of teaching Secondary School classes (up to class X) or 12 years of teaching experience of Middle and Secondary classes of which minimum 5 years being experience of teaching the Secondary classes; or 5 years' experience as Head-master of Middle School or other equivalent administrative experience.