THE KING ALFRED SCHOOL Appointment of Director of Music with effect from September 2018
Information for Candidates March 2018
KAS : Job Application Pack Director of Music
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Contents
1. 2. 3. 4. 5.
The King Alfred School The Music Department Job Description Person Specification Terms of Appointment
This document provides candidates with information on the appointment of Director of Music for The King Alfred School. For further information about The King Alfred School please visit our website at www.kingalfred.org.uk
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1.
THE KING ALFRED SCHOOL
For over 100 years, The King Alfred School [KAS] has stood for a rational, nurturing and enlightened educational experience. Founded in 1898 by a group of parents in opposition to Victorian educational practices – authoritarian discipline, regimentation, religious instruction, collective worship – KAS was created as a demonstration school committed to encouraging learning for its own sake and to the effective application of research into the educational process. It sought to provide a well-rounded education that focused on what was best for the whole child and on the development of character and individuality.
KAS still stands out from the prevailing educational environment as a school that achieves academic success without unnecessary pressures, and social success through the development of relationships and responsibility rather than external discipline. It is a school that is genuinely loved by students, parents and staff alike.
KAS has often been referred to as a “progressive” school. Certainly, it subscribes to many of the concepts of the progressive movement. We emphasise child-centred education, which aims to draw out the best in the individual child. We believe that the principles of mutual respect, of relationships based on trust rather than authority and punishment, and of allowing each child to develop at his or her pace in an atmosphere that is free from fear, provide the best learning environment. The school places a strong emphasis on creative and active learning and on the value of play. Co-education, mixed ability, all ages and non-denomination are its essential and enduring characteristics. Informality is typified by the use of first names, the absence of uniform and as few rules as can be managed within a community.
The village green setting of the main site, next to Hampstead Heath, contributes to the community feeling of KAS. The school has about 645 students, from age 4 to 18. Most children will join at Reception and continue on to the end of their school lives. Transition from Lower to Upper School is a natural one and for KAS pupils does not depend on assessments, tests or examinations. Even though KAS is divided into two sections [Lower School, from Reception to Year 6; Upper School, from Year 7 to Year 13], it perceives itself as one school in which all parts belong to a whole. Age groups are encouraged to mix. We aim to provide a happy, compassionate environment in which the emotional, physical and social developments of the child are held in equal regard to academic progress.
A high teacher/pupil ratio enables the committed and professional staff to provide a rich variety of activities. Within the confines of a structured curriculum leading to successful preparation for GCSE and A levels, teachers strive to provide a broader and more generous education. KAS measures the success of its philosophy by the acknowledged maturity of the students when they leave, by their successful university careers and by the fact that students invariably end up doing something worthwhile, interesting or unusual.
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KAS is committed to professional development and training for all its staff. New ideas from teachers and children are encouraged and there is active staff involvement in all aspects of the school.
The school is owned by and operated through the King Alfred School Society, members of which are mainly parents, ex-parents, ex-students and members of staff. The majority of the governing body – Council – is currently composed of parents and ex-parents [some of them ex-pupils]. Like any board of governors, Council is legally responsible for educational policy, financial management and the development of the school. In practical terms, Council appoints the Head and the Bursar and is then consulted and informed by the Head and the rest of the Leadership Team about general aspects of school life. Maintaining the school ethos remains an important part of Council’s responsibilities, and to this end the KASS Framework has recently been produced.
Annual election of Members of Council ensures that parents maintain an active interest and input in how education is carried out at KAS. On the principle that family life is a vital overall aspect of education, parental involvement in the general life of the school is encouraged.
The King Alfred School is situated on two beautiful sites. On the main site at Manor Wood, school buildings are spread around an open field; a number of mature trees from the original Manor Wood provide play and camp-building areas for the younger children and protection for a small amphitheatre. The facilities have been expanded considerably over the years: most recently with major re-development of the Lower School, the development of new Art, Music, Science and Drama suites, the refurbishment of a 1.75 acre site [Ivy Wood] across the road and the building of our Design & Technology facility.
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Curriculum Principles:
Our curriculum can be defined as the sum total of all learning experiences inside and outside the classroom. As such, all members of staff are expected to contribute to the extra-curricular life of the School.
We put the child at the centre of our teaching and learning. Intelligence, understanding and capabilities will show themselves in many different ways and therefore we aim to educate in a way which will challenge and support each individual.
Our curriculum aims to help students to make meaning of the world around them, and to free the imagination to face the challenges of the future. An awareness of spirituality and morality; an understanding of the importance and the limitations of inherited knowledge, culture and values; a sense of social responsibility and an understanding of and preparation for the world of higher education and work, are important components of that meaning.
We value high-level thinking and creativity as well as measurable outcomes.
Our curriculum aims to enable our students to enjoy achievement and keep competition in perspective, valuing the intrinsic worth of actions and learning rather than the pursuit of prizes.
While being aware of the National Curriculum, we are not constrained by it and take full advantage of our independence and our own rational, progressive traditions.
In the Upper school, we teach a broad range of discrete subjects and consider all subjects to have creative and academic aspects and possibilities.
It is our expectation that in Years 10-13 KAS teachers will use GCSE and A Level specifications as a starting point but will aim to teach above and beyond examination requirements.
Success in external examinations is a proven consequence of our approach but our truest measure of success is the fact that our students leave KAS as adults who are well-rounded, socially adept, emotionally resilient, inquisitive life-long learners, who are self-motivated, independent thinkers.
We regard our curriculum as dynamic and constantly evolving rather than a static entity. A process of review and development informed by current educational research and thinking is embraced by our community of learners, teachers and parents.
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What Motivates Children Conference – Stephen de Brett
The Village 2013
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2.
The Music Department
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This is a unique opportunity for an energetic and enthusiastic musician and teacher to take on the leadership of this important department. The Music Department shares a floor with the Drama department, and the two departments work closely together and are known collectively as the Performing Arts department. It consists of a teaching room with an interactive whiteboard, 16 Apple Macs running Sibelius and Logic Pro, a selection of classroom percussion, amps and a drum kit. There is a Music Technology suite with 7 Apple Macs running Sibelius and Logic Pro that supports GCSE and A level recordings and compositions as well as being a teaching space for Music Technology A level. The school has recently spent significant funds on purchasing 5 new pianos. There is a small A level teaching room and several practice rooms. The rooms all contain either a piano or keyboard. The school has several performance spaces including the Main Hall which contains a grand piano and the Phoenix Theatre. The Lower School has a dedicated Music teaching space and hall for performances. Music at King Alfred School The Music Department aims to achieve the highest standards while remaining inclusive to all students who want to take part in the activities it offers. It has an Annual Concert Programme that represents a wide variety of Musical styles. The department's focus is to encourage students to develop their musical skills in the classroom as well as making it possible to take part in a wide variety of extra-curricular ensembles. The Director of Music will assume responsibility for organising a busy programme of concerts, workshops, competitions, trips and other special events annually. Bringing professional musicians into school to work with the students has been a focus over the last few years and workshop leaders have included the soprano Lesley Garrett, jazz composer and pianist Bruno Heinen and music theatre performer Maria Friedman.
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Choral music is a strength at King Alfred. There are three choirs - a Middle School Choir, a Jazz Choir, and a more specialist Chamber Choir. These are augmented by smaller groups such as Barbershop and Beautyshop as well as Middle School Vocal group. More recently the Chamber Choir has performed large scale choral repertoire with the orchestra including Vivaldi's Gloria and Dixit Dominus. The school orchestra is supplemented by smaller chamber groups including the string ensemble, Baroque'n'Roll, Jazzworks, Senior Jazz Quintet, Samba Drumming Group and the Multiflutes. The annual Christmas and Summer Concerts are held in the Main Hall and are traditional school concerts featuring the main ensembles in the department. The department puts on the annual musical production in collaboration with the drama department with recent productions including Anything Goes, Chicago and The Drowsy Chaperone. There is a strong tradition for regular pop/rock concerts with Unplugged and Axemonsters concerts being extremely popular events in the school calendar. The department hosts termly ABRSM music exams and submits students externally for Rock School Exams. The Director of Music reports to the Head of Upper School for the organisation and oversight of the curriculum throughout the Senior School. At present the Director teaches at every level throughout the Upper School. The teaching in the Lower School is covered by the Lower School Music Coordinator. In the Upper School all students are taught one 50 min lesson of classroom music per week, and Music GCSE (AQA) is a popular option from Yr 10. Music A level classes also follow the AQA syllabus, and Music Technology is also offered as a discrete subject. In recent years the Director of Music has collaborated with the Head of Drama to enable the school to offer a Level 3 BTEC in Performing Arts.
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3.
Job Description
Date
01.03.18
Salary
Competitive and enhanced Independent School Head of Department salary
Line Manager
Head of Upper School
a) Strategic leadership of the Music Department
Establishing an ambitious vision for Music education across the school Putting in place an exciting, engaging and rigorous curriculum which reflects this vision Maintaining and building on the high profile of Music in the school community Producing an annual departmental review examining the progress made towards achieving the vision, including pupil performance in external examinations Identifying priorities for development, and writing an annual departmental plan to achieve these Overseeing the extensive Music co-curricular program, including the concert programme, productions, trips, performances and competitions Taking responsibility for the extensive peripatetic programme, including setting pay rates, supporting them in establishing their timetables and communication with parents, monitoring the quality of their work, and supporting their development as professionals Working closely with other areas of the school to develop cross-curricular work, and in particular the Drama department Representing Music at HODs meetings and other school events, and championing the role of Music within the broader school Keeping abreast of developments in the Music education and Music examinations
b) Leadership of Music Teaching & Learning, Assessment and Achievement
Within the holistic philosophy of the school, setting ambitious targets for what students can achieve Ensuring that that teaching and learning are of a consistently high quality on a day-to-day basis Ensuring that high quality schemes of work and resources are in place throughout the curriculum Overseeing assessment, marking and feedback, so that it effectively supports student progress and is manageable for staff Ensuring that pupil achievement is effectively monitored, targets are set for student improvement and appropriate interventions are put in place where necessary
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Ensuring that Music staff understand and follow whole school policies and procedures Liaising with the Learning Support department to ensure students are well supported in order to access the curriculum Teaching a timetable of lessons appropriate for this role Managing the Departmental budget Overseeing the resources and facilities
c) Leadership of the Music Department Team
Building a cohesive, hardworking and happy team, with a strong collegiate culture Supporting and challenging members of the team through linemanagement, appraisal, mentoring and coaching Recruiting and inducting new team members Overseeing professional development for team members, including peer observation and sharing of best practice Modelling good practice to the team through one’s own teaching Holding regular departmental meetings, producing and disseminating minutes
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4. Person Specification Attributes
Essential
Qualifications / training
How identified Application
Good honours degree + PGCE secondary (QTS) Excellent standard of written and spoken English Evidence of continuous professional development
Desirable Master’s degree or leadership qualification Experienc e
At least three years of successful teaching Clear understanding of what makes great teaching & learning Leadership or involvement in a strong extra-curricular music programme Current evidence of making a significant contribution to a team Clear understanding of school monitoring, appraisal and data systems
Application, reference, Interview process
Desirable Evidence of successful leadership A good understanding of strategic planning processes Evidence of getting the best outcomes from team members through line-management, coaching, mentoring or other strategies Skills and abilities
Personal attributes
Commitment to
Proven track record of being an excellent teacher in own classroom (day to day and teaching over time) Able to command the respect of students, staff and parents Able to establish successful relationships with stakeholders at all levels Able to work in a forward looking culture, maintaining a ‘can-do’ and solution‐focused approach
Application, reference, Interview process
Strong commitment to student engagement and achievement in Music Enthusiasm, drive, determination, flexibility. Empathy, affability and a good sense of humour Confidence, influence and gravitas Positivity and resilience Tact and diplomacy Analytical and self‐reflective Welcomes feedback and accountability Sets and maintains high standards in professional relationships with young people and colleagues Commitment to supporting the progression and success of colleagues
Application, reference, Interview process
The KAS ethos, and child –centred progressive education Working in a ‘can‐do’ culture with a commitment to continuous improvement The happiness, well‐being, and progress of all at the school
Application, reference, Interview process
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5.
Terms of Employment
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An appropriate salary as listed will reflect the importance of the post and the experience and standing of the successful candidate.
The post is pensionable through the Teachers’ Pension Scheme.
The appointment will be made subject to successful references and a DBS check.
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The Forge
Girls Hockey Team
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