Regional Head of Multilingualism

Description

Role Profile: Regional Head of Multilingualism

Purpose Of Role

International Schools Partnership (ISP) is a dynamic, expanding, global group of international schools that prides itself in putting learners and their learning first. This is what makes us unique and is what we refer to as our Learning.First methodology.

The Regional Head of Multilingualism’s core purpose is to embed quality language provision and drive improvement in schools within the region through our quality assurance framework, the Multilingualism Roadmap, and by committing to continuous engagement with the Learning Improvement Process. Working closely with the Regional Learning Director and the Group Head of Multilingualism, this individual directs and leads schools in the region to improve learning outcomes for all multilingual students, embedding best practice in provision for main languages of education (MLOEs), languages taught in school and learners’ home languages, or additional languages of learning (ALL).

ISP adopts an inclusive multilingual stance, so that all students’ languages and identities are embraced at school, while ensuring that learning in the language(s) of education is developed effectively alongside subject knowledge. The role encompasses working with senior leadership teams, teachers, students and, where appropriate, parents, and includes building an active and engaged regional community of practice for multilingualism, supporting schools in their self-evaluation against the Roadmap, developing and actioning their Roadmap-aligned targets for this pillar, coordinating their collection of language proficiency data, and identifying, developing and delivering regional Professional Learning initiatives. The expectation also includes supporting formal language assessment, EdTech integration to support language learning and teacher certifications within the region.

The candidate should drive the following ISP strategic goals for multilingualism in the region:

✔ Every student will develop CEFR B2 level proficiency in at least one additional world language(usually English), in parallel to their home and other languages

✔ Multilingualismis integral to all learning across the curriculum and its relationship with Academic Achievement fully understood as a shared idea by all stakeholders

✔ Language teachers will be competent in designing learning to accelerate students’ language development and increase their confidence across the curriculum, whilst assessing the extent to which learning experiences are high, medium or low impact

✔ The region will have an active Community of Practice which regularly engages with a range of initiatives to drive improvement

✔ Every year, the region’s alignment to the Multilingualism Roadmap will increase and develop a strategic vision which identifies regional challenges and successes

✔ Learning and teaching in schools will demonstrate an understanding of the unique needs and profiles of multilingual learners, demonstrated by gathering evidence of learning in real time and over time in Learning Visits

ISP is looking for a highly capable and experienced professional with excellent interpersonal skills to lead change and improvement in this critically important area. The position will be based within the region and will require travel within the region.

This role will involve careful and capable planning, a collegial, sensitive and diplomatic approach to bringing about sustained, measurable change, the ongoing provision of professional learning and orientation for a range of schools with different curricula, organisational structures and levels of language provision, but all with a focus on evidence-based learning.

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 Regional Head of Multilingualism: Key Responsibilities

Leading and implementing iSP’s Multilingualism strategy across the region, by:

• ensuring that schools increase their alignment to the Multilingualism Roadmap every year by supporting the development of an accurate and collaborative self-evaluation and target setting process for the Multilingualism pillar.
• coordinating the collection of evidence of language learning over time by ensuring schools submit language proficiency data to the central team within stipulated deadlines and use this data to inform improvement planning and target setting.
• establishing and developing an active community of practice for multilingualism, which provides regular opportunities for school-based leads to drive improvement within their schools, collaborate on and share successful initiatives, engage in professional learning and action research and access support as necessary.
• supporting schools with the development of their vision statements and policies for multilingualism through consultations, training and the sharing of exemplars, so that they can create a fully ‘multilingual habitus’.
• consulting with and advising schools on best practice in admissions procedures for multilingual learners, including the development of detailed individual language profiles, baseline language proficiency assessments and linguistically inclusive, supportive induction processes to welcome learners and their families effectively and promote their rapid integration into the school community.
• identifying and removing barriers to language learning and setting high standards for intensive, targeted and universal language provision, referencing iSP’s aspirational multi-tiered support model.
• upskilling regional learning communities (leaders, teachers, and parents/carers) about the benefits and processes of multilingual learning, including the value of home languages development, using translanguaging pedagogies and identifying realistic time frames and outcomes for students to progress from developing Basic Interpersonal Communication Skills to Cognitive Academic Language Proficiency.
• supporting the identification and implementation of a comprehensive language learning framework to track and monitor student progress across schools and advising on the collection and management of key data related to student development.
• coordinating the regional launch of EdTech initiatives that support language learning and assessment, such as iSP-promoted digital platforms, AI tools and translation software.
• gathering evidence of learning in real time for multilingual students through regular Learning Visits in regional schools. Using these opportunities to ensure that both SLT and Multilingualism Leads feel confident in supporting the development of high impact learning in these multilingual environments.
• where appropriate, supporting school principals and/or the Group Head of Multilingualism to identify and recruit new leads and specialists in regional schools.
• mentoring new Multilingualism Leads in schools so that they develop knowledge, skills and understanding of iSP’s quality assurance processes, approach to learning, and the responsibilities of their role.
• where and when appropriate, engaging in training to become a member of iSP’s central Learning Review team.
• advising schools on the creation and development of a repository of resources that can be accessed and used by school educators across the curriculum to ensure that all multilingual learners can access learning in the languages of education at the school.
  
  

Working in partnership with key school stakeholders to drive, embed and develop ISP’s Multilingualism strategy, including:

• the Regional Learning Director, who is this individual’s direct line manager.
• the Group Head of Multilingualism to collaborate and report on school-based initiatives, areas requiring additional support, language proficiency data and Multilingualism Roadmap alignment.
• regional school principals and members of their SLT to advise and consult on the embedding of their multilingualism vision and policy, outcomes of Learning Visits and other key areas.
• the regional Admissions Team to advise on initial enrolment, language profiling and baseline assessment and induction of multilingual learners into schools.
• the regional ILOS, Life Competencies, Future Pathways and Academic Achievement Heads, to ensure appropriate scheduling of key initiatives and the integration of language learning opportunities into the other pillars.
• the region’s Head of EdTech, to consult on digital and blended experiences to support and accelerate language learning across schools.
• school-based multilingualism leads and specialists to oversee and coordinate the development and implementation of best practice, regional learning events and to support, review and improve language provision.
• parents and carers across the region, to ensure that iSP’s approach to multilingualism is widely shared and embedded
  
  

Designing And Facilitating Professional Learning Across The Region, Including

• delivering high impact workshops and courses for multilingual leads and SLT as appropriate
• upporting the launch of the new teacher induction programme in schools
• coordinating action research into key focus areas for multilingualism within the region
  
  

Essential

Skills, Qualifications and Experience

• Bachelors degree in English, linguistics, languages, education, or other related discipline.
• A master's degree in educational administration, curriculum and instruction, linguistics, English as a Second Language or a related field
• Qualified Teacher Status
• Bilingual or demonstrated proficiency in an additional language
• A minimum of 5 years’ experience of successful supervision and coordination of language teaching and learning in English medium or bilingual schools
• School-based leadership experience at middle or senior level, particularly in leading Professional Learning
• Knowledge of a range of curricula, such as the NCfE, US Common Core, AERO, IB
• Knowledge of external language proficiency qualifications such as TOEFL, IELTS, Cambridge
• Knowledge of key frameworks for assessing and monitoring language levels and progress.
• Experience aligning multilingual provision to UAE (DSIB, ADEK, MOE) or Qatar (QNSA) inspection frameworks, including supporting whole-school self-evaluation against inspection criteria.
• Familiarity with Arabic language provision regulations (e.g., MOE subjects, native and non-native Arabic tracks), as per UAE and Qatari compliance standards.
• Demonstrated skill in analysing and triangulating data sets (e.g., CAT4, GL, MAP, language proficiency tools) to inform school improvement planning for Multilingual learners.
  
  

Desirable

• Bilingual in English and an additional language (Arabic preferred) OR achieving a B2 in an additional language used in the region
• The Cambridge DELTA qualification and additional specialist post-graduate certifications
• International experience of developing and leading successful admissions and induction processes, and intensive, targeted and universal language programs, particularly in ISP schools.
• Evidence of delivering successful change management initiatives in education within the region
• Knowledge of the regional education market and current trends
• Experience of working with a range of stakeholders: education ministries, school leaders, SEND/neurodivergence specialists, parents and school communities
• Evidence of engagement in action research projects, curricular development projects, conference presentations on language learning and multilingualism.
  
  

ISP Leadership Competencies

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

• Collaboration. Takes an active part in leading their school or region; is cooperative and a genuine team player, developing positive, supportive relationships with colleagues to solve problems and maximise opportunities.
• Learning & Getting Better. Continually demonstrates personal commitment and passion for learning and getting better using evidence and feedback; supporting others in their continual learning, development and growth.
• Innovation Leadership. Is good at creating an environment where ideas for learning initiatives and services are generated and is able to motivate and inspire others through the process of creation through to completion.
• Outcome driven. Can be counted on to find solutions. Is consistently looking to exceed goals and is focused on KPIs.
• Resilience. Can deal with setbacks and challenges calmly and effectively.
• Community Focus. Is committed to meeting and exceeding the needs and expectations of our students and their families.
• Integrity & Ethical Management. Has the ability to work ethically and with integrity; helps others feel valued; upholds and models the ISP Vision, Purpose and Principles.
  
  

ISP Application process

Education

To apply, please click on the 'Apply' button. Ensure that you include your complete employment and education history. Additionally, please attach the following documents under the “Documents” section:

• CV– Attach your most up-to-date CV, ensuring all gaps in employment or education are explained.
• Supporting Document– Attach a statement of educational philosophy addressing the candidates suitability for the role
  
  

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, and, 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.