Deputy Head (Academic) of Secondary School - Shanghai - 953 - Wellington College Education (China)

General information

Business unit

Wellington College International Shanghai

Working Calendar

Academic

Description & Requirements

Role Description

JOB TITLE

Deputy Head (Academic) of Secondary School

DEPARTMENT

Secondary School

LOCATION

Shanghai

SUPERVISOR

Head of Secondary School

OBJECTIVES

The Deputy Head Academic is responsible for driving the school’s academic vision, ensuring the highest standards of teaching, learning, and pupil achievement. This role demands strategic oversight of curriculum innovation, pedagogical excellence, and data-driven decision-making to foster an environment where every pupil can thrive academically.

There is a teaching expectation of 1/3rd timetable.

SPECIFIC RESPONSIBILITIES

Curriculum & Teaching Excellence:

Lead the development, implementation, and review of a dynamic and inclusive curriculum aligned with Wellington College China’s educational ethos.
Promote innovative teaching methodologies and digital learning strategies.
Monitor and enhance teaching standards through lesson observations and feedback.
Ensure effective assessment strategies that inform instructional improvements.

Staff Development (CPD) & Line Management:

Design and oversee a robust Continuing Professional Development (CPD) program for teachers for teaching excellence.
Mentor and coach staff, including line management of faculty heads, departmental heads, and the Head of Academic Operations and Insights, to improve pedagogical skills and leadership.
Encourage collaboration and sharing of best practices across Wellington College China campuses.
Review and assess academic budgets (including online subscriptions) to ensure premium impactful provision for pupils

Pupil Achievement & Progress:

Track and analyse pupil performance data to drive improvement strategies.
Implement interventions to support underperforming pupils (and SEND / ELL) and stretch high achievers.
Ensure effective exam preparation

Academic Enrichment & Competitions:

Support and promote participation in academic competitions (e.g., Olympiads, debates, STEM challenges), including cross-college events.
Develop and nurture fellow/scholarship programs
Encourage extracurricular academic activities (e.g., research projects, subject clubs).

Inclusion & Well-being:

Ensure an inclusive approach to learning, supporting pupils with diverse needs.
Collaborate with pastoral teams to integrate well-being into academic life.

Policy & Compliance:

Lead the development, review, and implementation of school policies related to teaching, learning, and assessment.
Ensure adherence to national education standards and regulatory requirements.
Produce and present academic board reports on pupil performance, curriculum effectiveness, and strategic initiatives.
Liaise with external bodies on academic matters.

Cross-College Collaboration & Strategic Initiatives:

Support Wellington College China’s wider strategies, ensuring alignment with academic goals.
Foster cross-college collaboration through joint projects, shared resources, and best practice exchanges.
Represent the school in Wellington College China network meetings to promote cohesion and innovation.

BEHAVIOURS: LEADERS AS CHANGEMAKERS

Key Leadership Mindset:

"Big Picture" Thinking – Balancing day-to-day operations with long-term strategic goals.
Servant Leadership – Supporting teachers and staff throughout the College to improve academic provision
Growth Mindset – Continuously seeking better ways to develop curriculum, teaching and learning, and pupil provision.
Mentoring and coaching - support the academic team in upskilling to fulfil roles and career aspirations

The post holder should exhibit a combination of strategic, analytical, operational, and people leadership behaviours. Below are key leadership behaviours that would be essential for success in this role:

1. Data-Driven Decision-Making:

Analytical Thinking: Ability to interpret complex academic data and translate it into actionable insights for teachers, leaders, and governors.

2. Strategic Leadership:

Visionary Planning: Align curriculum with the school’s academic goals, identifying trends that inform long-term strategy.
Stakeholder Communication: Present curriculum and teaching and learning observations (teachers, SLT, governors) to support decision-making.
Proactive Problem-Solving: Identify potential issues (e.g., underperformance, curriculum concerns) before they escalate and propose solutions.

3. Operational Excellence:

Process Efficiency: Streamline academic operations (curriculum documentation, appraisals) to reduce administrative burden on staff.
Deadline Management: Ensure development plans, appraisals, and other key deadlines are met with high impact.
Legacy: Ensure all curriculum, teaching and learning processes are sustainable for future staff

4. Collaborative & Supportive Leadership:

CPD & Training: Empower staff through develop robust CPD programmes to improve teaching and learning.
Interdepartmental Coordination: Work closely with Heads of Department, SEN/EAL teams, and senior leaders to ensure pupil provision is continuously improved.
Group level collaboration: work closely with central office and other WCC schools in processes and development.
Mentorship & Line Management: Support and develop direct reports (Heads of Faculty / departments) through clear guidance and constructive feedback.

5. Adaptability & Change Management:

Responsive to Emerging Needs: Quickly address issues like subject drops, grading inconsistencies, or errors.
Continuous Improvement: Regularly review and refine processes to enhance efficiency and impact.

6. Ethical & Transparent Leadership:

Data Confidentiality: Handle sensitive pupil and staff data with discretion and compliance with GDPR/school policies.
Fairness in Reporting: Ensure grading and assessment practices are consistent and unbiased, flagging discrepancies where needed.
Integrity in Decision-Making: Use data objectively, avoiding bias in interpreting academic outcomes.

7. Stakeholder Engagement:

Governor & Parent Communication: Provide clear, evidence-based reports on school performance when required.
Student-Centred Focus: Use data to identify at-risk pupils and ensure interventions are effectively tracked.
WCC: Ensure all WCC policy and guidance is implemented at a school level

BASIC QUALIFICATION

Education:

A bachelor’s degree and a recognised teaching certificate.

Further Education and professional learning:

A postgraduate or professional education qualification would be beneficial.

Language:

English language
Chinese language proficiency would be beneficial (but not essential)

Working experience:

At least 2 years of school leadership experience.

EXPERTISE

Proven leadership in curriculum development and academic innovation within a secondary school setting.
Strong track record in raising pupil achievement, with experience in data-driven performance analysis and intervention strategies.
Expertise in teacher training and CPD, with the ability to mentor faculty heads and drive pedagogical excellence.
Experience in policy development and compliance, ensuring alignment with national standards and Wellington College China’s strategic goals.
Demonstrated success in fostering cross-campus collaboration, promoting academic enrichment, and supporting whole-school initiatives.

As an employer of choice, Wellington College Education (China) is committed to making professional learning and personal development central to its ethos and approach. WCEC fully recognises its responsibilities for safeguarding children. Our safeguarding policy applies to all staff, governors and volunteers working in the Group.