example candidate pack (aga khan academies)
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An example of the candidate information documents Society can produce.TRANSCRIPT
JUNIOR SCHOOL PRINCIPALS
CANDIDATE PACK – MARCH 2014
The Aga Khan Academies
Junior School Principals
Candidate Pack – March 2014
EXECUTIVE SUMMARY
His Highness the Aga Khan is establishing a network of schools across South and Central Asia,
East Africa and the Middle East. His vision is to create a global learning community, where
exceptional young people from any background can develop the capacity to become future leaders
of civil society.
Academies have already been opened in the following locations:
Maputo, Mozambique;
Mombasa, Kenya;
Hyderabad, India.
Two of these Academies consist of a Junior School (ages 3-11) and a Senior School (ages 12-18),
while the Academy in Maputo currently only has the former. The Aga Khan Academies network is
currently keen to attract applicants for the position of Junior School Principal at any of the existing
three sites.
The Junior School Principals will be key members of their Academy’s Senior Management Team,
and influential figures within the wider Academy network.
Candidates should possess successful experience as a Junior School Principal, or substantial
successful experience as a Deputy Principal, including leadership of the development of
curriculum and assessment, and of policy formulation and implementation. They will be expected
to have previous experience as an effective and innovative IB Primary Years Programme (PYP)
practitioner, and demonstrable knowledge of the principles and practices underpinning the PYP
curriculum or the ability to provide substantial evidence of pedagogical practice that is closely
aligned with the PYP.
Appointed candidates will be offered a compensation package that is commensurate with their
experience and the seniority of the role. The remuneration will be paid in local currency and,
where local fiscal regulations permit, will be exempt of tax. Additional allowances may include
housing, relocation, leave ticket(s) and health insurance.
Applications can be made online at www.impact-society.com.
BACKGROUND AND CONTEXT
In 2000, His Highness the Aga Khan called for the establishment of an integrated network of
schools to be located in countries across Africa, South and Central Asia, and the Middle East. The
first of these Aga Khan Academies was opened in Mombasa (Kenya) in 2003, the second in
Hyderabad (India) in 2011 and the third in Maputo (Mozambique) in 2013. When complete, the
network of Academies will form a global learning community of 18 schools in 14 countries. They
will eventually serve approximately 14,000 girls and boys of exceptional calibre, graduating 1,500
students annually.
The aim of the Academies is to develop future leaders with the skills and knowledge to support
positive development in their societies. The Academies will achieve this by recruiting exceptional
young people from all backgrounds and providing them with the highest international standard of
education. Admission is means-blind and based on merit. Financial aid is available to ensure
access for accepted students regardless of their financial circumstances.
For further information please visit www.agakhanacademies.org or read the brief profiles of the
existing academies at the end of this document.
The Curriculum
The academic programme offered by the Academies has been developed according to the
principles of the International Baccalaureate (IB). The IB provides a challenging academic
environment for students and allows their achievement to be measured against international
standards.
The Academies teach the full range of traditional subjects – language and literature, foreign
languages and cultures, mathematics, social sciences, the humanities (with attention on local
cultures and heritage), experimental sciences, technology and the arts – as well as projects that
transcend individual disciplines, where students will acquire skills in context and explore
important and relevant issues. The curriculum emphasises pluralism, ethics, economics for
development, the broad study of world cultures (including Muslim civilisations) and governance
and civil society.
In addition to providing a rigorous academic and leadership experience, the Academies help
students develop an ethical and public-minded outlook through community service opportunities
and education on ethics and pluralism. They also recognise that to become effective leaders,
students must be both globally minded and locally rooted. Global as well as local perspectives are
reflected in the curriculum, and students study in both English and a local language.
The Academy Experience
Each Academy consists of a Junior School and a Senior School. The Junior Schools cover nursery
(ages 3-5, grades K1-3) and primary education (ages 6-12, grades 1-6). The Senior School covers
ages 12-18, grades 7-12.
The Aga Khan Academy campuses are purpose-built. They feature state-of-the-art classrooms and
resource areas, and extensive sports facilities. The residences provide secure and well-supervised
accommodation for local and international students as well as those visiting from another
Academy. As the network develops further, both students and teachers will participate in visits and
exchanges between Academies to broaden their experience and practical understanding of
pluralism.
Investing in Teachers
Promoting excellence in teaching, both on campus and more broadly, is a major goal of the
Academies. Each Academy is established as a Professional Development Centre (PDC). The PDC
aims at strengthening the profession of teaching in the region by providing substantial
professional learning opportunities, and modelling highly effective educational practice and
ongoing collaborative training for Academy Faculty, as well as outreach programmes for teachers
and headteachers from neighbouring government, private and not-for-profit schools.
The PDCs will help to train new teachers to the highest standards, whilst offering veteran teachers
the opportunity to stay at the cutting edge.
“The underlying idea of the network of Aga Khan Academies is to
concentrate substantial resources on exceptional individuals – students and
teachers – who have the potential to transform society.”
ROLE DESCRIPTION
As a member of the Academy’s Senior Leadership Team, the Junior School Principal will work
with their Academy’s Head or Director of Academic Planning, as well as other colleagues, to
achieve the goals of the Academy and to support the vision and mission of the Academies network
as a whole.
The Junior School Principal will also collaborate with staff of the Academies Unit – a team based
in France, at the headquarters of the AKDN Foundation, that is responsible for strategic planning,
the formulation of policies, and system oversight of the network of Academies. As new Academies
open, senior leaders in existing schools will play a key role in establishing and maintaining a strong
culture of collaboration across the network.
The main responsibilities of the Junior School Principals are as follows:
Providing pedagogical and administrative leadership of the Junior School, including implementation of the
IB Primary Years Programme;
taking a lead role in the expansion of the Academy’s Junior School environments and student enrolment,
in collaboration with the Head or Director of Academic Planning and Development;
leading the professional development of staff in the Junior School and promoting the learning of teachers
participating in the Academy’s outreach programmes;
ensuring that the ethos of the Junior School, as well as the Academy reflects His Highness the Aga Khan’s
vision for the network of Academies (including the five thematic strands of ethics, pluralism, governance
and civil society, economics in a global context, and cultures, including Muslim civilizations);
promoting the values of the IB Primary Years Programme and, in conjunction with the PYP coordinator,
developing and implementing a coherent curriculum from early years to Year 6;
implementing and overseeing the programme of service learning involving a range of communities, as well
as extra-curricular activities that develop young leaders;
implementing and overseeing the core language policy for the Academies;
ensuring an effective and robust reporting and recording of achievement infrastructure where there are
systems for reporting the progress and achievements of students to them and their parents, ensuring that
records of progress and achievement are used to inform teaching and learning, supporting the
development of a system for the Academy to evaluate the progress and attainments of students, and
benchmark the Academy’s systems against other schools and education systems domestically and
internationally;
ensuring that the Junior School building, campus and classrooms provide an exciting and professional
environment for learning;
overseeing the recruitment and professional development of colleagues by establishing a strategic staffing
plan for the present and future needs of the Junior School;
providing leadership in developing teachers, including inexperienced staff who will be trained at the
Academy, and establishing a programme of continuous professional development and review, including
annual appraisal;
ensuring the highest quality of relationships between students and between students and adults, based on
mutual respect;
ensuring constructive relationships with parents and building their support for the vision and mission of
the Junior School and the Academy;
ensuring that the Junior School has comprehensive and robust systems for administration and finance that
underpin the smooth functioning of the academic and all other aspects of the life of the school, and
ensuring adherence to the administrative and financial policies of the Academy and the wider network;
ensuring that policies and procedures are in place to assure the health and safety of all students, members
of staff, and visitors to the Junior School, and ensuring that such policies and procedures are adhered to.
The Junior School Principal will:
report to the Director of Academic Planning (in the case of Maputo) or to the Head of Academy (in the case
of Mombasa and Hyderabad);
work closely with other members of the Academies Unit as appropriate;
work closely with the senior management of the Aga Khan Education Services and the Aga Khan
Foundation;
interact with colleagues in the other Aga Khan Development Network (AKDN) and related organisations
including the Grants Review Board (GRB).
PERSON SPECIFICATION
The appointed candidate will be expected to demonstrate evidence of the following skills,
capabilities and experience:
successful experience as a Junior School Principal, or substantial successful experience as a Deputy
Principal that includes leadership of the development of curriculum and assessment and policy
formulation and implementation;
previous experience as an effective and innovative IB Primary Years Programme (PYP) practitioner and
demonstrable knowledge of the principles and practices underpinning the PYP curriculum or the ability to
provide substantial evidence of pedagogical practice that is closely allied to the PYP;
excellent command of English – both written and oral;
excellent interpersonal skills and the capacity to interact well and communicate effectively with students,
parents and colleagues within a diverse and pluralistic society;
proven ability to evaluate the progress of students and the quality of their learning and to use this to build a
culture of continuous improvement and striving for excellence;
extensive experience of implementing a rich extra-curricular programme with a focus on service;
the ability to reach out to external stakeholders and win them over to the vision of the school;
the ability to foster the professional development of colleagues, so that they are able to make an impact on
the continuous improvement of the Academy;
an up-to-date understanding of educational practice and evidence of personal professional development;
strong team player with the ability and willingness to develop capacity amongst the team of local staff;
the ability to communicate to a wide range of stakeholders, including the large number of volunteers that
provide support to the organisation;
attention to detail, discretion and the highest standards of integrity.
The following expertise and qualities would be considered desirable but not essential:
previous successful experience as a PYP programme coordinator or other leadership role in an IB PYP
School;
knowledge and understanding of African or Indian cultures;
fluency in Portuguese, Kiswahili, Telugu, Urdu, or Hindi;
experience of residential programmes;
a Master’s degree in an education-related field;
experience of living in a developing-world environment.
“The Aga Khan Academies are founded on the premise that a school
must prepare a graduate not only for his or her first job,
but for a life of inquiry, learning, and service.”
APPOINTMENT DETAILS AND HOW TO APPLY
The Aga Khan Academies network is being assisted in this appointment process by the UK-based
recruitment firm Society.
Applications should consist of a CV, ideally accompanied by a covering letter addressing the
criteria in the Person Specification and specifying which of the three current Academies you would
be interested in joining.
The deadline for receipt of applications is midday on Monday 7th April 2014.
Shortlisted candidates will be invited to interview during April 2014.
Appointments will be made subject to receipt of satisfactory references and successful candidates
will be offered a compensation package that is commensurate with their experience and the
seniority of the role. The remuneration will be paid in local currency and, where local fiscal
regulations permit, will be exempt of tax. Additional allowances may include housing, relocation,
leave ticket(s) and health insurance.
“The Academies will strive to create skilled learners and
ethical leaders who will go on to build institutions of civil society
in their countries and across the globe.”
Appendix 1
The Aga Khan Academy, Mombasa
ABOUT THE ACADEMY
The Aga Khan Academy, Mombasa began operating as a day school in August of 2003, and
started a full residential programme in April 2009. Its 18-acre (7.3 hectares) campus is based in
the Kizingo area, on the south-eastern side of the city. The design of the campus was inspired by
Swahili architecture.
Students are taught in English and Kiswahili. The Primary Years Programme currently offers the
British National Curriculum, Key Stages 1 and 2, the Kenya National Curriculum (8-4-4) and the
International General Certificate of Secondary Education (IGCSE). The Kenya National
Curriculum features eight years in primary school, four years in secondary and four in tertiary
education. The first national exam is the KCPE (Kenya Certificate of Primary Education), which is
taken at the end of Standard 8, the last year of primary school.
For more information, please visit www.agakhanacademies.org/mombasa
ABOUT MOMBASA
Mombasa is Kenya’s second-largest city and its main tourist destination. With a large harbour and
an international airport, it is also an important regional, cultural, and economic hub. Its
strategically useful location on the eastern coast of Kenya, bordering the Indian Ocean, has seen it
fought over by many countries during its long history.
The main part of the city is actually situated on an island, separated from the mainland by two
creeks. Being a coastal town, it is characterized by a flat topography. Its northern shoreline is
renowned for its beaches, marine life, vibrant 24-hour entertainments, and lively nightlife.
The city has a year-round tropical climate. During the December-April ‘warm season’, daily
temperatures reach as high as 33°C. During the June-September ‘cold season’, temperatures
typically stay below 29°C.
Mombasa has a population of about 1.2 million, mainly of Mijikenda and Swahili origin.
ABOUT KENYA
Kenya lies on the equator, with Tanzania to the south, Uganda to the west, South Sudan to the
north-west, Ethiopia to the north, and Somalia to the north-east. It is a staggeringly diverse and
vibrant country, with wildlife-rich savannah grasslands, snow-capped mountains, great forests,
areas of virtual desert, and huge lakes. Although it has experienced its share of troubles in recent
years, compared with other African countries Kenya enjoys relatively high political and social
stability. It has a population of 44 million.
Appendix 2
The Aga Khan Academy, Hyderabad
ABOUT THE ACADEMY
The Aga Khan Academy, Hyderabad is located on a 100-acre site near Rajiv Gandhi Airport, just
south of the main city. It offers state-of-the art facilities on a secure, landscaped campus.
Construction began in 2006, with the first intake of students in August 2011 for the Junior School,
and August 2012 for the Senior School. The first class of the Senior School’s International
Baccalaureate programme will graduate in 2014.
The Academy’s IB Primary Years Programme, for students aged 3–11, aims to establish the
foundations of lifelong learning. It focuses on the development of the whole child and addresses
social, physical, cultural and ethical requirements, whilst giving students a strong grounding in all
of the major areas of knowledge. Activities are geared towards creating independence, confidence
and respect for others.
For more information, please visit www.agakhanacademies.org/hyderabad
ABOUT HYDERABAD
Hyderabad is the capital city of the southern Indian state of Andhra Pradesh. Situated on hilly
terrain on the banks of the Musi River, it has a population of 6.8 million, making it the fourth most
populous city in the country.
Hyderabad was once a major hub for global trade in pearls and diamonds. In more recent years its
success at attracting high-tech businesses has gained it the nickname ‘Cyberabad’. Microsoft and
Google picked the city for their India headquarters, and it now competes with Bangalore, Chennai
for the crown of India’s IT capital. Thanks to the Telugu film industry, it is also the country's
second-largest producer of motion pictures.
The modern city is a sprawling metropolis of shopping malls and glass-fronted office buildings,
but at its core is a an ‘old city’, rich in history, that was once the seat of the Nizam, the ruler of the
largest and the most opulent of India’s princely states. There are still plenty of bustling, traditional
bazaars, and the Hyderabad remains justly famous for its distinctive cuisine – particularly its
biryanis.
Hyderabad has a tropical, semi-arid climate. During the April-June ‘warm season’, daily
temperatures reach as high as 39°C. During the October-January ‘cold season’, temperatures
typically stay below 30°C.
ABOUT INDIA
India is the world’s 7th largest country by area, and its 2nd largest by population, with nearly 1.2
billion people. Four world religions—Hinduism, Buddhism, Jainism, and Sikhism—originated in
India, and this arguably helped to shape its phenomenally rich, multilingual, and multi-ethnic
society. Despite pressing problems, such as significant overpopulation and poverty, the country
has emerged as a major regional and global power.
Appendix 3
The Aga Khan Academy, Maputo
ABOUT THE ACADEMY
The Aga Khan Academy, Maputo is the newest addition to the Academies Network. Its lower
primary school opened in August 2013, catering for children aged between 5-8 years of age. The
full Junior School will be available by August 2015, and the Senior School in 2017.
The Academy’s campus is situated on a 22 hectare site in the Matola district, approximately 20km
from Maputo’s city centre. The site was kindly donated by the Mozambican government.
The Academy will be an International Baccalaureate World School, working towards authorisation
for the Primary Years Programme in the Junior School, and for the Middle Years and Diploma
Programmes for the Senior School.
For more information, please visit www.agakhanacademies.org/maputo
ABOUT MAPUTO
Maputo is the capital city of Mozambique. It’s sometimes called the ‘Pearl of the Indian Ocean’, or
the ‘City of Acacias’, due to the distinctive acacia trees that line its long avenues. As an important
East African port, its economy is largely centred around its harbour. The city is situated at the
mouth of the Santo River, in the extreme south of Mozambique, only about 90km from the border
with South Africa. It has a population of around 1.2 million.
Prior to 1975, Maputo was under the control of Portugal. It still contains many examples of
Portuguese colonial architecture amongst some of its more modern concrete buildings. The city
boasts a vibrant cultural scene, centred around the world-renowned Associação Núcleo de Arte.
Unlike many sub-Saharan cities, Maputo’s urban area is quite concentrated. The city has lots of
street vendors and markets, and is a fusion of traditional African and European influences. It has a
tropical savanna climate. During the December-April ‘warm season’, daily temperatures reach as
high as 30°C. During the June-August ‘cold season’, temperatures typically stay below 24°C.
There are good transport links, including a newly-constructed international airport.
ABOUT MOZAMBIQUE
Mozambique’s five centuries as a Portuguese colony came to a close with independence in 1975. A
severe drought, and a prolonged civil war subsequently hindered the country's development for
many years, however a UN-negotiated peace agreement was signed in 1992, and Mozambique has
since returned to its pre-independence levels of political stability. It has a population of 24 million.
“Students of promise, good character, and serious intent
will be selected regardless of their families’ ability to pay.”