Early Years Deputy Head

Roles and responsibilities

The Head of Early Years is the educational leader for Pre, KG1 and KG2.

The candidate will need to effectively develop positive relationships with staff, students, and parents while maintaining a high level of accountability.

Significant time and effort will focus on implementing appropriate aspects of the school improvement plan.

The Head of Early Years will need to actively promote new and innovative instructional practices including effective use of technology as a tool for instruction and communication.

Reports directly to the Head of School. The Head of Early Years will be a member of the Senior Leadership Team.

The Head of Early Years will be responsible for, but not limited to the following:

Recruiting and retaining best fit staff members
Providing leadership and training for coordinators and department heads
Supervising the performance evaluations of Early Years staff members
Developing professional development opportunities
Participating in the admissions process
Supporting staff and student wellbeing through curricular and extra-curricular programs
Assisting with all aspects of accreditation processes
Curriculum and Program Development

Designing and Implementing Curriculum: Overseeing the development and implementation of a curriculum that supports the developmental needs of young children. Ensuring it aligns with national or regional educational frameworks (e.g., EYFS in the UK, or other local standards).
Continuous Improvement: Regularly reviewing and adapting the curriculum to reflect new educational research, children's needs, and feedback from staff, parents, and stakeholders.
Leadership and Staff Management

Leading Early Years Educators: Leading, managing, and motivating a team of teachers and assistants in the early years setting. This includes assigning duties, conducting performance reviews, and fostering a positive, collaborative environment.
Training and Professional Development: Ensuring that all staff members receive ongoing training and professional development, particularly in early childhood education, child development, and safeguarding.
Recruitment and Staffing: Overseeing the recruitment process to ensure the best candidates are hired for teaching and support positions in the early years department.
Child Development and Learning

Monitoring Child Progress: Overseeing the assessment of children's development and learning. Ensuring that staff members track each child's progress through observation and provide tailored support where necessary.
Support for Diverse Needs: Ensuring that the early years provision meets the needs of all children, including those with special educational needs (SEN) or additional learning needs, and that the environment is inclusive and accessible.
Health, Safety, and Well-being

Ensuring a Safe Learning Environment: Ensuring that the physical environment is safe, secure, and conducive to children's learning. Overseeing policies related to health and safety, such as hygiene, food safety, and emergency procedures.
Supporting Children’s Well-being: Ensuring that children's emotional, social, and physical needs are met. This includes promoting mental health, emotional well-being, and resilience among young children.

Desired candidate profile

Degree certification in addition to a certified teaching qualification, such as a valid US Teaching/leadership license or equivalent
Master’s in education
Previous experience as Head of Early Years
Minimum 5 years teaching experience
3+ years leadership experience
International school experience, within the IB is a plus
In-depth knowledge and experience in Early Years
Strong Leadership Skills

Ability to inspire and manage a team of educators, creating a positive and supportive environment that encourages professional growth.
In-depth Knowledge of Child Development

A deep understanding of early childhood development theories, age-appropriate teaching practices, and how young children learn.
Effective Communication

Strong verbal and written communication skills for working with staff, parents, children, and external stakeholders. The ability to explain complex concepts in an accessible way is crucial.
Organization and Time Management

Strong organizational skills to manage the day-to-day operations of the early years program, track children’s progress, and ensure smooth administration.
Problem-Solving and Decision-Making

Ability to identify challenges within the early years setting and come up with effective solutions. This includes responding to behavioral issues, staff concerns, or curriculum adaptations.