Regional Head of Multilingualism

Job Description

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 will work remotely across Thailand and Vietnam and ideally will have experience of working within at least one of these locations. There will be an expectation to travel across the region regularly as part of the role. ISP takes an asset-based approach towards multilingualism, and as such, works relentlessly to ensure that all multilingual learners in our schools can access learning across the curriculum, whilst developing their academic language knowledge, skills and understanding. The role’s core purpose is to further embed the group’s Multilingualism strategy, 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 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 monitor progress data and 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, embedding ISP’s aspirational multi-tiered support model as appropriate. 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. 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 supporting the launch of the new teacher induction programme in schools where appropriate, coordinating action research into key focus areas for multilingualism within the region Skills, Qualifications and Experience Essential: A master's degree or equivalent in educational administration, curriculum and instruction, linguistics, English as a Second Language or a related field Qualified Teacher Status 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 British, American, IB, IPC and Cambridge Knowledge of external language proficiency qualifications such as TOEFL, IELTS, Cambridge etc. Knowledge of key frameworks for assessing and monitoring language levels and progress, such as the Bell Foundation Framework and the WIDA Desirable: The Cambridge DELTA qualification and/or 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 The ability to communicate at C1 (CEFR) level in one of the following languages would be an advantage: French, Thai, Vietnamese, Mandarin 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 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 tech mindset, 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. Learner (ISP definition) The ISP learner recognises that their mindset, experiences and actions drive their learning outcomes. With this awareness, they exercise voice, choice, and ownership over their process of learning - leading their learning and the learning of others. 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. 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. Apply To This Job