JFK is a unique small school with a family feel. We believe that learning exists inside and outside of the classroom and that each child is different, therefore their learning and progression will also be unique
JFK staff are expected to foster a professional environment through exhibiting the core values of the school.
Key areas of responsibility:
Teaching and Learning
β’ Plan outcomes of learning showing a balance between outcomes of knowledge, understanding and thinking skills, showing differentiation where necessary.
β’ Ensuring effective teaching so that teaching objectives are met, and the best use is made of teaching time
β’ Demonstrate extensive understanding of subject content and connections with other subjects
β’ Plan collaboratively with colleagues to ensure the curriculum is integrated, broad and balanced
β’ Ensure that lessons take into account the full range of ability of the students and make appropriate use of information from the EAL department
β’ Set high expectations for students’ behaviour, establishing and maintaining a good standard of discipline through well focused teaching
β’ Mark and monitor students work promptly. Provide constructive oral and written feedback and set targets that make the next steps clear
β’ Be a class teacher and / or homeroom teacher as required
β’ Ensure there is a constant review of teaching approaches and subject content, keeping up to date with developments in your subject curriculum
β’ Set high, clear and consistent expectations for student achievement and student pride in work
β’ Develop schemes of work and assessment procedures to ensure a consistent approach to teaching and learning
β’ Create and maintain a pleasant, safe and accessible environment where students are engaged in purposeful learning activities in a variety of ways
β’ Be flexible and adjust the content and process to meet individual learnerβs needs.
Pupil well being
β’ Ensure safeguarding of students, reporting concerns to the appropriate member of staff
β’ Create a positive community of mutual respect and support
β’ Read and adhere to the various policies of the school and support the ethos of the school by upholding the behaviour code, uniform regulations and other expectations
β’ If required act as a tutor to one of the boarding students, providing pastoral care as required.
β’ Act as a role model for students, exemplifying a positive attitude
Accountability
β’ Ensure pupil progress is reported via written reports to parents each term
β’ Demonstrate responsibility by motivating and enthusing staff and students
β’ Plan for student assessment with clear assessment criteria and standards that have been communicated to students and which link to external outcomes
β’ Ensure students are making good progress, documented through evidence, and take appropriate action if a group you teach is doing less well than it should
β’ Ensure your personal beliefs are not infiltrating through your teaching
β’ Participate in the school appraisal system
Additional duties
β’ Take at least one after school activities class per week per Term
β’ Attend all school functions as required, regardless of who is running them – School Council, Parents, other teachers, etc.
β’ Complete break and lunch duties as required
β’ Participate in staff meetings, In Service Training and parent meetings as required, including before the start of term and when term has finished.
β’ Contribute to school events and projects, assuming leadership with colleagues and initiating new ideas. This includes, but is not limited to, ski events in the Winter term.
β’ Ensure that all deadlines are met, as published in the school calendar
β’ For staff over 70% participate in the Autumn Overnight Hike and Spring Trip week if required
β’ Provide cover when required by line manager
β’ Engage in professional development both inside and outside of school.
The job description is subject to variation depending on the needs of the school. Teachers may be required to carry out additional reasonable requests as requested by their line manager or the Director of the school.
Head of Pastoral (Whole School) Line manager- School Director
To lead a relational, inclusive and values-driven pastoral system that ensures every student feels safe, known, and supported. The Head of Pastoral will embed a culture of consistent adult behaviour, restorative practice, and high expectations. The role ensures that behaviour is understood as communication, relationships are prioritised, and the school community operates with clarity, kindness, and unwavering consistency.
The post holder will lead a pastoral approach based on:
β’ Adults are the behaviour system: staff model calm, consistent, respectful behaviour at all times
β’ Relentless consistency in expectations, routines, and responses
β’ Visible kindness alongside firm boundaries
β’ Relationships first: knowing students deeply as individuals
β’ Restorative conversations over punitive sanctions
β’ Behaviour as communication, not defiance
β’ Certainty over severity: predictable responses, not harsh consequences Strategic Leadership of Pastoral Culture
β’ Develop and embed a whole-school pastoral vision rooted in relational practice and inclusion
β’ Lead the design and implementation of a behaviour framework based on relational principles
β’ Ensure pastoral systems are simple, consistent, and clearly understood by all staff and students
β’ Regularly review pastoral impact using qualitative and quantitative data Behaviour Culture and Systems
β’ Establish a calm, purposeful environment where expectations are explicit and consistently applied
β’ Replace punitive systems with restorative, relational approaches to behaviour
β’ Ensure all staff use shared language, routines, and scripts for managing behaviour
β’ Lead on de-escalation strategies and emotionally intelligent responses
β’ Oversee behaviour tracking systems to identify patterns and inform early intervention Student Wellbeing and Inclusion
β’ Ensure every student is known, valued, and supported as an individual
β’ Lead proactive wellbeing programmes focusing on belonging, identity, and resilience
β’ Oversee targeted interventions for students with SEMH needs or additional vulnerabilities
β’ Promote inclusive practices that reflect the diversity of an international school community Safeguarding and Child Protection
β’ Ensure safeguarding is central to all pastoral decision-making
Β Lead staff training to ensure all adults understand their safeguarding responsibilities
β’ Maintain strong partnerships with external agencies (local and international where relevant)
Leadership and Development of Staff
β’ Train and coach staff in relational-informed behaviour management strategies
β’ Model calm authority, consistency, and relational practice
β’ Support staff in managing behaviour through coaching rather than compliance monitoring
β’ Lead professional development on:
o Restorative conversations
o De-escalation techniques
o Building strong classroom relationships
β’ Ensure new staff are fully inducted into the schoolβs pastoral philosophy and systems Student Voice and Community Culture
β’ Promote authentic student voice and leadership opportunities by overseeing the student leadership committees
β’ Build a strong sense of belonging and community across diverse cultural backgrounds
β’ Ensure students understand expectations and feel treated with dignity and fairness
β’ Lead initiatives that celebrate diversity, inclusion, and global citizenship Partnership with Families
β’ Develop strong, trusting relationships with parents and carers from diverse cultural contexts
β’ Communicate behaviour and wellbeing issues in a solution-focused, relational manner
β’ Support families in understanding the schoolβs non-punitive, relational approach to behaviour
β’ Lead workshops or communication to align homeβschool expectations
Attendance and Engagement
β’ Promote high levels of attendance and engagement through belonging, not enforcement
β’ Identify barriers to attendance and implement supportive interventions
β’ Work collaboratively with families to improve attendance where needed
Operational Leadership
β’ Oversee day-to-day pastoral systems, ensuring clarity and consistency in practice
β’ Ensure all pastoral records are accurate, secure, and compliant with regulations
β’ Lead responses to serious incidents with calm, fairness, and restorative follow-up
