Job Description
At International Schools Partnership (ISP), everyone is a learner. Together we engage in the ongoing process of exploring, expanding, and evolving our practice in ways that directly impact and improve student learning. At ISP, we put learners and learning first.
Learner 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.
Aims of the Learning Review
- To validate and celebrate schools’ judgments in their self‑evaluation against the nine criteria of the LIP.
- To support schools in strategically moving towards mastering by identifying and agreeing priorities and actions.
- To provide learning opportunities and professional growth to senior leaders across ISP by participating as a member of a review team.
Role Profile – Duties
Pre‑review
- Engage in team and lead training sessions, including completing any tasks set.
- Actively liaise with the Head of Learning Reviews to understand your specific role and assigned review dates.
- Be responsible for timely initial contact with the school and liaison with school leaders in the preparation of the review.
- Build positive and trusting relationships with leaders in the school and the review team through the process.
- Ensure that evidence folders are maintained and accessible and that schools are aware of key deadlines for submitting required information.
- Contact review team members as allocated by the Head of Learning Reviews and liaise with them in the preparation of the review.
- Lead the collection of evidence so the team can contribute to the reflections document in a timely manner for the pre‑review call.
- Delegate any areas of focus to members of the review team.
- Write a draft plan of the review, delegating team members to interviews and other activities, and ensuring sufficient lesson visits take place for accurate judgments.
During the Review
- Lead the pre‑review briefing meeting to ensure that the team understands the review structure and responsibilities.
- Lead the review team as they conduct learning visits in a professional manner so that clear evidence of learning is collected and recorded.
- Ensure that sufficient evidence is collected and recorded by the team to form sound judgments on the impact of learning and its influencing factors.
- Use gathering and use questions to obtain further evidence and insight as part of interviews with stakeholder groups.
- Ensure that all members can contribute positively to team discussions and support or challenge decisions using clear evidence.
- Ensure that decisions are consensual and reflect the balanced opinions of the team.
- Manage conversations with leaders and stakeholders sensitively to avoid direct challenge or undermining of school policies or initiatives.
- Inform the principal of key evidence needs as they arise, ensuring the school has the opportunity to provide supporting evidence.
- Deal effectively with any concerns or complaints raised by the school and gather sufficient evidence to enable the Head of Learning Reviews to conduct any subsequent investigation.
- Use the school’s/ISP safeguarding policies to report effectively when there is a risk of harm.
- Lead post‑review conversations with senior leaders to help them understand and agree priorities outlined from the review, preparing key documents to share evidence and conclusions in line with the Learning Review Handbook.
Post‑review
- Lead the writing and proofreading of the review report within the set deadline, following guidelines set out in training.
- Liaise with the Head of Learning Reviews if more information or clarity is needed for the report.
- Ensure the completion of a team review evaluation questionnaire after receiving feedback from the Lead Reviewer.
- Write a brief report on any team member who is new to the review process to aid their professional development.
- Participate in review meetings, update training, or review team development activities as required during the year.
Person Specification – Essential Experience, Skills & Qualities
- Proven record of experience and impact as a member of Learning Reviews (or an equivalent review process).
- Experience as a principal or senior school leader with evidence of effectiveness in raising the quality of standards and excellent communication skills.
- Fluency in English (at least B2); desirably B2 or above in an additional language relevant to the review school (e.g., Spanish, French, Italian, Arabic, Portuguese).
- Excellent knowledge of the LIP and skill in evaluating evidence for each of the nine criteria.
- Ability to formulate agreement around conclusions and strategies, ensuring all participants express their perspectives.
- Experience conducting learning visits, including leading pre‑ and post‑visit conversations and using evidence to draw conclusions about impact on learning.
- Completion of all necessary safeguarding and child protection training and checks.
- Passion for education in an international context.
- Highly organized, able to work to tight deadlines with accuracy and attention to detail.
- Maintain appropriate levels of confidentiality and represent an independent perspective when engaging with other schools’ community members.
- Demonstrate sensitivity and discretion in managing conversations with stakeholders so that wider ISP practice is not used in direct comparison with the school being reviewed.
- Excellent communication, interpersonal, and intercultural skills.
- Team player with a proactive work ethic and problem‑solving approach.
- Flexible, self‑aware, and resilient while collaborating to achieve shared goals.
- Confidence in using Microsoft Teams, Google Drive, and associated tools.
ISP Principles
Begin with our children and students – their success is our success. Wellbeing and safety are essential for learners and learning, and we consistently identify safeguarding and health & safety issues and act and follow up on all concerns appropriately.
Treat everyone with care and respect. Operate effectively, focusing on what matters most, applying school policies and embodying shared ideas of our community.
Be financially responsible, making careful choices based on the needs of children, students, and schools. Learn continuously through personal and professional development and school improvement.
Commitments
ISP is committed to safeguarding and promoting the welfare of children and young people, requiring all staff and volunteers to undergo vetting procedures, including a background check covering the previous ten years’ employment history.
ISP is committed to diversity, equity, inclusion, and belonging, and encourages candidates who share our vision to apply.
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