ERW

Leader of Learning for Mathematics
ERW is seeking to second effective and enthusiastic teachers to work as Leaders of Learning within the
region, supporting all schools to implement the revised GCSE curriculum and PISA assessments.
Applicants for part time and full time secondments will be considered.
We are primarily seeking highly effective teachers Mathematics who are currently working as teachers,
heads of department or assistant head teachers within their own schools and may be looking for
opportunities to progress their career. Leaders of Learning will be required to have excellent teaching
skills with a proven record of effective department practice and strong pupil outcomes.
The primary aim of the role is to build capacity within schools to enable them to become self-improving
organisations. This will require teachers to model and deliver high quality lessons at key stage 3 and key
stage 4 and to coach their peers to enable them to improve their classroom practice. Successful
candidates will have a genuine desire to support departments in developing planning and assessment in
preparation for the new GCSE examinations.
Roles and Responsibilities
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To collaborate effectively with the regional lead, school improvement officers, Challenge Advisers,
school leaders and other stakeholders to ensure the highest possible standards in Mathematics and
improvement in GCSE performance in key stage 4.
To ensure planned initiatives and interventions:
o are appropriately matched to the needs of schools and staff;
o are presented to schools and staff in a way that consistently reflects the high quality of the
ERW service;
o secure strong improvement in learner outcomes;
o build the capacity of schools to develop independently and without the need for external
intervention.
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Engage, enthuse and inspire leaders and practitioners in order to improve teaching and learning and
raise standards throughout the region.
Provide high quality CPD for leaders, teachers and support staff, drawing on international research
and best practice reports for Mathematics (e.g. Estyn thematic reports and case-studies in good
practice schools).
Develop and deliver a differentiated programme of challenge and intervention which directly
influences classroom practice and raises standards of achievement in Mathematic.
Provide demonstration lessons and mentoring of teachers and heads of departments.
Engage schools in the Lesson Studies approach with schools to promote excellent teaching.
Support schools in developing planning and assessment processes in preparation for the new GCSE
examinations, including working parties to develop schemes of work and differentiated materials.
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Identify and disseminate best practice through a range of initiatives including network meetings and
school to school work.
Facilitate approaches to sharing of resources for teaching and learning.
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Promote effective self-evaluation and improvement planning and, where there is underperformance
collaborate with school improvement officers to challenge expectations and set targets for
improvement
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To provide challenge and broker support for schools based on robust analysis of schools’ areas for
development and strengths of all schools in accordance with the regional support, challenge and
intervention framework
Other
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Represent the ERW in national and local network events, as required.
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To have a good working knowledge of schools in relation to targets, development plans, standards and
quality of provision
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To reflect the region’s commitment to equal opportunities and adhere to the ERW code of conduct
for education improvement professionals.
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Within the context of the National Model for Regional Working in Wales, the ERW business plan, and
national strategic planning documents, to promote effective school to school improvement.
Person Specification
Education,
Training and
Qualifications
Experience
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Educated to degree level or equivalent
Qualified Teacher Status
Substantial teaching experience
Further Professional Learning
Good knowledge of current national and local educational issues
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Experience of commissioning and coordinating training packages
Experience of managing a team of people to bring about improved
provision and pupil outcomes
Experience of quality assuring work of colleagues
Evidence of using data analysis effectively
Effective use of a range of strategies to raise achievement
Communicating effectively with colleagues and stakeholders
Using self-evaluative processes to identify good practice and areas
for development
Possess and be able to articulate a vision for the medium and long
term development of schools and school improvement
An ability to successfully lead and manage staff at all levels
An appropriate management style that will encourage collaborative
working practices in school to school support
An ability to monitor, evaluate and review school practices
An ability to provide high quality support to schools that secures and
drives improvement.
An ability to manage and deliver projects across a wide range of
schools and organisations
An ability to work both independently and collaboratively with
colleagues
An ability to work with energy, enthusiasm, commitment and
confidence in delivering outcomes
An ability to interrogate and analyse data
An understanding of the self-evaluation processes for schools
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Leadership and
Management
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Personal
Qualities and
attributes
 Energy, enthusiasm, commitment and confidence
 Excellent communication and inter-personal skills
DISCLOSURE AND BARRING SERVICE
The Disclosure and Barring Service (DBS) has been introduced as a result of Part V of the Police Act,
1997 and will replace the current system of police checking (see attached notes). It should be noted
that this post requires an Enhanced level of disclosure. Further information about the Disclosure
Scheme is available at www.homeoffice.gov.uk/agencies-public-bodies/dbs/