Cabot Learning Federation
Application Pack
Post of Assistant Principal &
Hub Leader
March 2009
Cabot Learning Federation
Assistant Principal & Hub Leader (L12-L16)
Hub Leader for Personalised Learning and Leadership and Succession Planning
Contents
Welcome & Introduction
Section 1/Page 3
The Cabot Learning Federation
Section 2/Page 4
Introducing the Academies
Section 3/Page 6
The Four Hubs and how they will work
Section 4/Page 7
The Personalised Learning Hub
Section 5/Page 9
The Leadership and Succession Planning Hub
Section 6/Page 10
The SSAT Role in the South West Hub
Section 7/Page 11
Job Description and Person Specification
Section 8/Page 12
TES Advert
Section 9/Page 16
Your Application
Section 10/Page 17
2
Section 1
Welcome
Thank you for taking the time to read the information about the post of Assistant Principal with
responsibility for the Personalised Learning and Leadership and Succession Planning hubs within the
Cabot Learning Federation. As you will be aware, this is a joint appointment with the SSAT and they
have part funded the appointment. Your employer will be the Cabot Learning Federation.
I joined John Cabot CTC in 2003/4 as Principal. In 2006/7, we began to support Speedwell Technology
College and in 2007, John Cabot CTC became an Academy at the same time as Speedwell TC became
Bristol Brunel Academy (BBA). At this point, JCA was the educational sponsor of BBA. In 2007, I became
Executive Principal of John Cabot and Bristol Brunel. In the spring of 2008, we submitted an Expression
of Interest on behalf of Bristol Metropolitan College to become an Academy within the Federation and
this project is on track to be completed by September 2009. (See Section 3.)
This is a unique post. It is Federation based which means you will work across three Academies in a
variety of ways but it also presents the chance to work for a high performing national and international
organisation in the Specialist Schools and Academies Trust. I have been an Associate Headteacher of the
SSAT for the past six years and I lead and deliver on the national leadership programmes. The SSAT
aspect of the role is intended to be for 40% of the time. The post is line managed by Claire Carter,
Operational Director at the SSAT Leadership and Innovation Academy, and is supported by her team in
Taunton and by colleagues within the Federation. (See Section 7.)
This pack, I hope, gives you the right balance of detail and information but I am more than willing to
speak with you on the phone or via email if there are any further questions you might have.
(david_carter@cabot.ac.uk)
The role will fall into the following areas:

Working across the three Academies in the Cabot Learning Federation (CLF), namely John Cabot
Academy, Bristol Brunel Academy and Bristol Metropolitan Academy, who join the CLF in
September

Leading the Personalised Learning hub (see section 5)

Leading the Leadership and Succession Planning hub (see section 6)

Supporting our National Challenge Partner schools

Being the SSAT Leadership Hub Co-ordinator in the South West
I am looking for a leader who is capable of winning the hearts and minds of staff; who has credibility as
an outstanding teacher; who will be able to plan and deliver high quality training and be able to
contribute to the strategic development of the Federation. I also want someone who wants to be a
Principal. This is a fantastic stepping stone to a Vice Principal post, possibly in the Federation and the
experiences you will gain will be wide, varied and appropriate. I will provide mentoring and support,
and the Academies and their Principals will provide the support in the individual schools where you can
make a difference.
If this sounds like the sort of challenge you want at this stage in your career then read on!
David Carter
Executive Principal
3
Section 2
Cabot Learning Federation
The Cabot Learning Federation (CLF) comes into being in September 2009. The Federation Trust will be
sponsored by Rolls Royce PLC and the University of the West England (UWE). There will be 11 trustees;
6 who are nominated by the sponsors and 5 by the Academies. These 5 are the Chairs of Academy
Councils, the Executive Principal and an elected parent councillor from one of the Academies.
The core principles of the CLF are these:
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The CLF must become an innovative and creative contributor to the success of the three
Academies, and should lead the way on system redesign, creating a new model of school
leadership in the process.
We want to enable the three Academies to be autonomous, highly successful schools that become
centres of excellence in their own right.
The activities of the Federation must add value to the work of the Academies and not seek to
replicate it.
The Federation Strategic Leadership Team, made up of the Academy Principals and the
Executive Principal, develops the core vision for the Federation with the support of the hub
leaders.
This model enables the Federation to call the Academies to account and the Academies to call the
Federation to account to ensure they get the support and value for money they expect. Each Academy
pays £95 per student to support the central running costs of the Federation. The rest of the central budget
is derived from the National Challenge contracts, consultancy work and sponsorship. Each Academy is
also overstaffed by one teacher, in return for the release of an experienced teacher to support English and
Maths across the schools. This structure provides several benefits:

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All Academy and Federation staff are employed by the CLF Trust making it simpler to create
opportunities for teachers and support staff to move between the Academies.
All staff will have a “home” Academy where they are based but can move for CPD reasons or to
take expertise to another Academy.
There will be economies of scale that can be reinvested back into the schools as a result of
centralising the finance and HR functions.
The team we will have in place in September 2009 is as follows:

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David Carter, Executive Principal
Nick Jones, Federation Principal for 0.4 of the week
Tony Searle, Federation AP for 0.4 of the week leading the Student Development hub
Nic Garrick, Primary Deputy Headteacher for 30 days per year leading the Primary Partnership
hub
Rod Cook and Sujata Carr, Finance Directors at JCA and BBA, supporting the Federation central
finance and HR function
David Williams, BBA, who will lead on the setting up of the Federation Sixth Form and deliver
the Maths support programme across the Federation and in the NC schools
Jayne Crosby, JCA, delivering the English support programme across the Federation and in the
NC schools
Team Administrator
4
John Cabot Learning Federation
Accountable for the Federation
Sponsor Nominees and Academy
Reps
JCA Academy
Council
John Cabot
Academy
BBA Academy
Council
Bristol Brunel
Academy
Federation
Strategic
Leadership team
Federation Hub
Leaders
BMA Academy
Council
Bristol
Metropolitan
Academy
The CLF is supported by three additional groups: (see below)

A student parliament, made up of student MP’s who represent each year group in the
Academies. There will be 21 students in total with 3 representatives from each age group across
the Academies.

An educational advisory body who will act as critical friends to the Federation Leadership Team.
At this stage I have invited the following colleagues and professionals to join this team:
o
o
o

David Hargreaves, former Chair of BECTA and QCA & Associate Director of the SSAT
Sir Iain Hall, former Principal at Parrs Wood School in Manchester and Director of the
Future Leaders Programme
Steve Murtagh, former Head at Hengrove School and now at QCA
A Parent and Community Group who will represent the local communities in the areas where the
three Academies are based.
5
Section 3
Introducing the Academies
Each Academy in the Federation is unique and already has its own strengths and weaknesses. The core
belief that we want to develop the centre of excellence model is predicated that sustainable changes and
development is not possible if we try to clone three schools to “look” the same on three different sites.
Here is a short introduction to each school.
John Cabot Academy - Principal Adam Williams
John Cabot Academy was one of the first CTCs in the country and opened in 1993. It has a specialism in
Science and Technology and recently acquired Inclusion as a new specialism following an “Outstanding”
OfSTED in May 2007. I was the Principal at John Cabot between 2003 and 2007 before taking over the
role as Executive Principal, and Adam Williams was appointed as Principal in September 2008.
GCSE results are on a steady improvement curve. The goal is for every student to attain five higher
GCSE grades and 75% to gain C grades in English and Maths. (2007, 83% and 72%; 2008, 87% and 65%).
John Cabot Academy brings these strengths to the Federation:
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Outstanding Teaching and Learning
A competency based curriculum in Year 7
Academic mentoring for every student
Broad and well constructed KS4 model with fast track GCSE and AS courses
Bristol Brunel Academy - Principal Armando di Finizio
BBA opened in a brand new building in September 2007 on the site of the former Speedwell TC. It has a
specialism in Communications and has made a transformational start to its life as an Academy. GCSE
results have made an astonishing leap forward. In 2007, 30% of the students gained 5 A-C Grades with
19% including English and Maths. In 2008, just one year later, this had improved to 62% and 35%, and
indications are that this will be sustained this summer.
BBA brings these strengths to the Federation:


Outstanding Inclusion programme that has resulted in no permanent or fixed term exclusions for
over a year
Year 7 Project Based Learning which is different to the Cabot model but equally effective
Bristol Metropolitan Academy (Sept 2009) - Principal Stephen Taylor
BMA will become an Academy in September 2009 with a new Principal Stephen Taylor who was
appointed last month. BMA is located in a new building as well, the second on the wave of four new
school buildings in Bristol. The move to the new building took place in April 2008. GCSE results are
improving at BMC. Last summer, 49% of students gained five higher GCSE grades with 29% gaining
both in English and Maths.
BMA will bring these strengths to the Federation:

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Outstanding support for EAL and new arrivals
Creative and outward looking provision map for supporting students
Language College specialism with over 12 different Languages taken at GCSE
6
Section 4
The Four Hubs and how they will work
It is important that there is a cohesive and transparent structure in place to support the Academies and
schools it works with. The Federation has overstaffed JCA and BBA by an additional English and Maths
teacher in order to release two days per week of a more experienced teacher to work across the schools.
We are looking into acquiring AST status for these colleagues.
The four hubs each have a clear role in terms of delivering the core aims of the Federation.
Supporting the Federation and National Challenge Schools
In addition to the three Academies, we have been awarded two contracts to support two National
Challenge Schools. To avoid draining the best teachers and leaders from the Academies, I have created
four hubs to structure the support and to enable the Federation to add value to the work of the
Academies. (See below.)

The Personalised Learning hub will be the vehicle for sharing practice across the Federation.
This will bring departments and department leaders together as well as facilitating teacher and
support staff exchanges. (See Section 5.)

The Leadership and Succession Planning hub will focus on leadership development, coaching,
CPD and delivering the annual Federation conference. The second annual conference takes place
in July this year. SSAT have contributed funding towards this appointment and the successful
candidate will spend part of their week delivering SSAT programmes in the South West. (See
Section 6.)

The Student Development hub will be the vehicle for bringing students together to take part in a
wide variety of activities. I feel strongly that the students need to be engaged on the Federation
wherever possible. Clearly, the student parliament will be a major part of this but we intend to
include the following areas as possible activities:
o
o
o
o
o
o
o

A raising aspiration day at UWE for all Year 7 students and their parents in the Autumn
term to set the goal of University education for the newest students and families in the
Federation
Joint sports and arts events
Revision conferences
Cultural visits and trips
Gifted and Talented Seminars
Careers and Enterprise days
Science, Technology and Arts projects
The Primary Partnerships hub will work with primary schools in the EC2 Extended Partnership,
where many of the children will attend the three Academies. I have seconded Nic Garrick, a
Primary School Deputy Headteacher, to work with us for the next two years to develop a Year 5
to Year 8 transition programme. Nic is well known in this part of the city amongst primary
teachers and his appointment is a big factor in building the credibility of the CLF to make a
difference in KS1 and 2.
7
Creating a Learning and Leadership
Federation
Leadership
&
Succession
Planning
Hub
Personalised
Learning
&
Innovation
Hub
John Cabot Learning Federation
JCA
BBA
BMC
Student
Development
&
Community
Liaison
Primary
School
Partnership
Hub
National Challenge
Partner
Schools
8
Section 5
The Personalised Learning Hub
Aim: To identify the current effective practice and to lead teaching and learning
developments to ensure that new practices are brought to the Federation and the
Academies.
This hub will be the main vehicle for supporting teaching and learning across the Federation and the NC
partner schools. This will involve getting to know the Academies first and I would expect the first half
term to be spent understanding the curriculum models and working with the SLT in each Academy to see
what their aims and ambitions are. If you are successful, you will need to be sensitive to the potential
disruption to teaching and learning that might be created by the work we do, whilst at the same time
creating a unique and creative solution to sharing effective practice.
The list of tasks could be endless but in summary, I feel the role needs to grow over time to include these
aspects:
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Sharing the effective practice that is making a difference to support the production of a
Personalised Learning toolkit for the Federation to use as a basis for CPD.
Bringing together subject leaders from the Academies to share their ideas and strategies.
Setting up and monitoring the effectiveness of teacher and support staff exchanges and “swaps”.
Video and DVD collections of effective practice for INSET use stored on the Federation website.
I would like to set up a Literacy and Numeracy best practice skills “academy”.
An Annual Teaching and Learning Exhibition where outstanding work from students in the
Federation can be shared more widely amongst the local and regional community.
Each year there will be a Federation Oscar’s Ceremony. The teaching and learning components
of this will be the responsibility of this hub leader.
Work closely with the Student Development hub leader to set up extended personalised learning
projects that students from across the Federation can work on together.
9
Section 6
The Leadership and Succession Planning Hub
Aim: To develop Leadership capacity at every level of the Federation so that future
leaders are developed from within the organisation.
There is clearly a close link between this work and the SSAT part of the role and I would expect at times
that they would merge. For example, if we are running an SSAT Developing Leaders Programme in
Bristol or North Somerset, it would make sense to have Federation colleagues on the programme.
In the Federation facing role, this area is vital. The Leadership Teams at each Academy are at different
stages of the journey whilst middle leadership needs to evolve as the real engine room of effectiveness if
we are to meet some of the really ambitious goals we have set. For this reason, I would see that the
Leadership hub would have more to do with Middle Leaders in the first instance; whereas the current
leadership teams will be developed by me and the Principals in the Academies.
I would expect the role to grow over time to include the following:
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Devise and deliver, with the Executive Principal, a Developing Leaders programme for teachers
and support staff across the Federation, delivered over 6 months in the second half of each
Academic Year.
To set up a mentoring and coaching programme for leaders who are ready to move into Senior
Leadership Teams as well as those new to the position.
Liaise closely with our partners and Federation Academies through a Federation CPD Steering
group that shares effective training that has taken place, as well as jointly planning the annual
Federation conference in July. Partners would include SSAT, NCSL, UWE, City of Bristol College
and Federation reps.
Work closely with the Federation Strategic Leadership Team to plan and deliver the Federation
Annual Conference in July.
Support the work of the Professional Studies Tutors in the Academies and capacity wherever
possible.
Develop and Implement joint NQT and PGCE Federation training session and facilitate cross
Academy school visits.
Work closely with the VP Teaching and Learning in each Academy to provide additional support
for under performing teachers (link to PL hub).
Set up and monitor exchanges between Academies for Middle Level Curriculum Leaders.
Plan Study Visits to see outstanding innovative practice in the UK and abroad.
Work closely with the Student Development Hub Co-ordinator to develop and deliver a Student
Leadership Programme.
Support the Student Parliament and facilitate training for student MPs to support the process.
Have oversight of Governor training and induction in the Academies.
10
Section 7
The SSAT Role in the South West Hub
Aim: To develop the first SSAT regional leadership and innovation hub so that more
schools in the South West are engaged with SSAT leadership programmes and
regional leadership needs are met.
This is an exciting, outward facing aspect of the role that gives the post holder an opportunity to join one
of the most successful areas of the SSAT’s work, broaden their knowledge of schools across the region
and join a national network of leadership hub co-ordinators. There is an expectation that there will be a
degree of travel associated with this aspect of the role. This will obviously be in the South West but
would also include attending SSAT staff meetings in London as well as supporting some national events
in different parts of the country.
This role will grow in time but, in the first instance, will revolve around the following areas:

Developing smaller scale Leadership programmes that can be customised to the regional context
and provide access for schools who have low take up on SSAT National Programmes.

Providing a rapid response to local leadership needs. For example, recently appointed new
middle level leaders induction programme.

Identifying outstanding heads and senior leaders who can contribute to regional and national
leadership programmes.

Supporting regional succession planning agendas by providing high quality leadership
development for the senior leaders of the future.

Providing opportunities for regional leadership exchanges to gain experience of whole school
improvement around real tasks.

Identifying innovative practice in schools across the South West and sharing the Federation’s
work on leadership and innovation with other schools.

Work with alumni from past cohorts to use them to support the work of the hub.
The hub co-ordinator for the South West will work closely with Claire Carter, the Operational Director
for the Leadership and Innovation Academy, to share the work of the South West hub with other regional
hubs as they are set up, joining a growing national network of leadership hub co-ordinators who would
lead and share system redesign. This aspect of the post is supported by Federation staff and the
Leadership support team of the SSAT, based in Taunton.
11
Section 8
Job Description & Person Specification
In choosing the Assistant Principal, the panel will be looking for an outstanding individual with the
vision to embrace the ideas of the Executive Principal, Sponsors, Federation Trustees and SSAT to lead
the PL and Leadership hubs in the Federation as well as carrying out the duties of the SSAT Regional
Hub Co-ordinator.
Job Title:
Responsible to:
Assistant Principal, Cabot Learning Federation
The Executive Principal & Operational Director of
the SSAT
Job Purpose
The Assistant Principal will:
o
o
o
o
o
Provide vision and support for colleagues across the Federation that will develop learning and
leadership capacity which will ensure the continuing success, high quality education and high
standards of achievement for students and staff.
Satisfy the aims of the Academies through the implementation of the policies of the Federation
and engagement with staff and students at the individual Academies.
Create the best environment and ethos that will promote and secure the achievement of both
students and staff.
Play an active and dynamic part in supporting the development of the Cabot Learning
Federation.
Maintain the high standards and expectations of the SSAT through interaction with teachers and
support staff across the South West.
Leadership
The Assistant Principal will:
o
o
o
o
o
o
o
Provide leadership that secures the delivery of high standards and attainment for all students
within the Federation and across the South West where teachers join SSAT programmes.
Develop and communicate Federation, Academy & SSAT values, aims, policies and plans to staff,
students and parents wherever the location of the work happens to be.
Provide leadership support and engagement that builds capacity for Curriculum Leaders to carry
out their duties to the best of their ability.
Ensure that the decisions of the Federation Strategic Leadership Team with regard to PL and
Leadership Development are carried out.
Support the recruitment, appointment and induction of new middle leaders, teachers and, where
appropriate, senior leaders to teams across the Federation.
Monitor and evaluate the effectiveness of teaching and learning to identify the most effective
practice taking place in the Federation.
Work in partnership with Local and National Network partners
12
Teaching and Learning
The Assistant Principal will:
o
o
o
o
o
Provide leadership that will identify excellent provision across and throughout the curriculum
and to develop and provide innovative ways of learning, including the use of ICT across the
Federation.
Lead on the preparation and review of the PL and Leadership Development Plans for the
Federation as well as supporting key documents in the Academies.
Develop successful and inclusive approaches to teaching, including supporting students with
special educational needs and disabilities and of the more able.
Involve students in the decision making processes in the Federation through the student
parliament, student leadership programmes and student curriculum projects.
Sustain and meet the high expectations of staff and students so that they recognise the value that
the Federation can add to their work.
Leading and Managing People
The Assistant Principal will:
o
o
o
o
o
o
o
o
Provide feedback to the Executive Principal and the Academy Principals relating to work that is
planned and work that has been carried out, to ensure transparency at all times.
Involve those staff engaged in sharing effective practice in understanding how the work will be
structured and disseminated so that transparency about the purpose of the work can be
maintained at all times.
Establish processes to support teachers across the Federation to maintain the conditions for
effective teaching and learning.
Create, maintain and enhance effective working relationships with staff.
Maximise the contribution of all staff to improve the quality of education provided and standards
achieved across the Federation so that the impact of the best teaching and learning can be
extended beyond individual classrooms.
Create and maintain good working relationships among all members of the Federation and
Academy communities.
Promote the Federation ethos in which the highest achievements are expected from all members
of the Federation community.
Provide guidance, induction and support to each Academy, including advice on appropriate
training and how to manage effectively the Academy’s training arrangements.
Communication and Partnership
The Assistant Principal will:
o
o
o
o
Develop and maintain partnerships with parents, students, trustees, Academy councillors,
outside agencies including the Local Council, Learning and Skills Council (LSC), employers and
local businesses, other stakeholders and the local community to provide learning opportunities
for all students and to communicate the core values of the Federation and SSAT where
appropriate.
Maintain an effective system of record keeping, reporting and communication with the
Federation SLT, the Executive Principal and the SSAT to ensure that the aims relating to each
work stream are achieved.
Ensure that good communications are maintained throughout the Federation.
Be able to present to a wide range of audiences in different media, the core values of the
Federation and SSAT.
13
Accountability
The Assistant Principal will:
o
o
o
o
o
o
o
Be line managed and performance managed by the Executive Principal.
Work closely with the Executive Principal, the Federation Trustees, the Academy Principals and
the Academy Council, and its sub committees as appropriate.
Provide information, objective advice and support to the Federation SLT to enable it to meet its
responsibilities for securing effective teaching and learning, high standards of achievement and
efficiency.
Recognise that the Academy Council, the Federation Trustees and the Executive Principal are
accountable for the success of the Federation and the Academies and that the Principals are
accountable to the Executive Principal and Academy Councils for the success of their schools.
Support the development of the ethos where staff recognise they share accountability for the
success of the Academy.
Develop and encourage good relations between the Federation and the local and wider
community.
Work closely with other schools, locally, nationally and internationally.
Person Specification
The person specification is related to the requirements of the post as determined by the job description.
One of the measures that will result in the short listing of candidates is the degree of match there is
between the candidates experience and the person specification as outlined below.
Experience
Essential
o Experience of full 11-19 age range
o Experience in at least two different
secondary schools
o A minimum of three years experience at
Middle level Leadership or above
o Proven record of significant student
achievement
o Proven record of impact as a middle leader
o A vision for how student attainment can be
improved and maintained through PL
o Successful establishment of links with the
local community
o Proven record of delivering training to a
range of audiences
Desirable
o Experience of working in a school in an
urban environment
o Experience of working in an environment
with a rich cultural diversity
o Experience of working in an Academy or
Specialist school
o Experience of an SSAT Leadership
Programme
14
Education & Qualifications
Essential
o Degree and teaching qualification
o Qualified teacher status and member of
GTC
o Recent and relevant leadership
development/training
Leadership & Management
Essential
o Understanding the mission and purpose of
Academies and how the independence
could be exploited to its fullest extent
o Outstanding leadership qualities that have
had an impact upon whole school
improvement
o Extensive experience of developing staff
and building teams
o Knowledge and understanding of current
educational priorities and developments
that have influenced the government’s
Personalised Learning agenda
o School development planning that engages
the whole community in effective strategic
planning
o Successful management of monitoring and
evaluation strategies of quality of teaching
and learning, student outcomes, quality of
provision and efficiency
Generic Skills
Essential
o Excellent classroom practitioner able to
make judgements about the quality of
teaching and learning
o An enthusiast for education and a belief in
the potential of young people and staff and
their capacity to succeed
o Well developed interpersonal and
communication skills (including written,
oral and presentation)
o Outstanding time manager with an ability
to self manage and remain highly
motivated
o Team Player
Quality of Letter
Essential
o Presentation
o Quality of content
o Direct relevance to this post
o Vision Statement (500 words)
Desirable
o Post Graduate further study
o Masters Qualification
o NPQH (or willing to work towards it)
o Ambition to become a VP in the next three
years
Desirable
o Experience of delivering leadership training
beyond your existing school presentations,
consultancy, staff training etc
o Experience of working with other school
clusters or other significant partnership
Desirable
o Effective personal ICT skills relevant to day
to day practice
Desirable
o Current CV
15
Section 9
TES Advert
Cabot Learning Federation with
the Specialist Schools and Academies Trust
Assistant Principal & Hub Leader (L12-L16)
Leadership Development, Succession Planning and Personalised Learning
This is a unique opportunity to work across the three academies in the Cabot Learning Federation to
develop leadership and personalised learning. John Cabot Academy, Bristol Brunel Academy and, from
September 2009, Bristol Metropolitan Academy will be the founding members of the Federation Trust.
This post is an important element in the creation of a hub structure to support the work of leaders,
teachers and students in the three Academies.
The post is a joint appointment with the SSAT; a pilot regional hub is being based within the Federation
to support the delivery of existing SSAT programmes in the South West as well as pioneering new ways
of working with schools. It is envisaged that on average three days per week will be spent within the
Federation and two days working for the SSAT. You will however be employed by the Cabot Learning
Federation.
We will plan and scope the precise role with the successful candidate but it is safe to assume that the role
will include the following:





Working across the Federation to share effective practice and lead and develop teaching and
learning innovation and system redesign.
Develop and deliver leadership development programmes for teachers, support staff and
students from within the Federation, across the city and with the SSAT, throughout the South
West.
Support the developmental agenda in the national challenge schools that we are contracted to
work with.
Create a Personalised Toolkit that can be used for CPD across the Federation.
Facilitate and monitor the teacher exchange programme across the three Academies.
Further information and details relating to this application are available from Sam Crew, PA to David
Carter, Executive Principal, (0117 976 3000) or sam_crew@cabot.ac.uk. The information will also be
posted on the John Cabot Academy website. (www.cabot.ac.uk)
Closing date for all applications will be 8 April 2009 and interviews will be held during the week of 20
April 2009. If you would like to talk in confidence about this post please email David Carter directly,
david_carter@cabot.ac.uk
16
Section 10
Your Application
I hope that, having read this pack, you are inspired to apply for the post. If you are, then this is what you
need to do:
Letter of Application
Please keep this to 2 sides of A4 maximum, and address these three questions:
1.
2.
3.
What have you done in your career to date that prepares you for this position?
How does working in a Federation benefit the life chances of students and the career
development of teachers?
If we accept that the hub outline in sections 5 and 6 is a 2 to 3 year vision, where would you start
and how would you use these priorities to make an impact in your first year in post?
Supporting Vision Statement
In 500 words, could you describe how the personalisation of learning and the development of leadership
capacity will lead to improved learning outcomes for students over the next three years.
Application Form
You will be sent this if you request a pack or will be able to download it directly from the Cabot website.
Either way, please return it with the letter and vision statement.
The closing date for all applications will be Wednesday 8 April 2009 and interviews will be held during
the week of 20 April 2009. If you would like to talk to me in confidence about this post, please email me
at david_carter@cabot.ac.uk and I will reply as soon as I can.
David Carter
Executive Principal
March 2009
17