Director of Music and The Arts

T
hank you for your interest in Craighouse School. We are seeking to appoint an experienced
Educational leader, who will work closely with the Senior Leadership Team to ensure the ongoing
development and continuos improvement of teaching and learning throughout the school.

Passionate educators who are proactive, with a desire for life-long learning, an appreciation of
diversity, great team players, who are accountable for their actions and decisions.

Craighouse School
We are a bilingual, co-educational school with
Chilean and British traditions. We warmly welcome families,
value open mindedness, appreciate cultural and religious
diversity and promote teamwork.

We act with respect, consideration and clearly defined limits for

the benefit of the individual and the community.

Our family oriented Educational Project fully integrates the

academic and formative areas, so that each pupil reaches their
full potential as a person.
 Our Accreditations

Craighouse School is a private, co-educational,

bilingual school (Spanish – English) that comprises
Pre-School, Primary and Secondary levels.

Craighouse School is part of the Chilean

Educational System and has been recognised by
the Ministry of Education as cooperative, through
the Decree 19,335 of December 5th, 1961.

As from 2008, Craighouse School is a Full IB

Continuum School (www.ibo.org).

It is founding member of the Association of British

Schools in Chile – ABSCH (www.absch.cl).

It is a founding and active member of the Latin

American Heads Conference – LAHC
(www.lahc.net).

Round Square School - (www.roundsquare.com)

Educational Project

Our goal is the formation of

Our focus is the
people who are inquirers,
comprehensive development
knowledgeable, thinkers,
of our pupils, who
communicators, principled, open-
throughout their school life
minded, caring, good friends, risk
will strive to achieve the
takers, balanced, reflective,
highest academic and
resilient and informed about
formative standards,
physical well-being.
according to the potential of
each of individual.
Craighouse School pupils play a very
important role in their learning
process, and their responsibility
increases as they reach higher levels
of independence and autonomy. We
aspire not only for our pupils to be
actively involved in their own
learning and development, but also
to become agents in the creation of
a better world.
Our attributes
Respectful of Diversity
We believe a person’s view of reality is
enriched by interacting with a multiplicity
of different perspectives. The interaction
between the different cultures, languages
and religions represented in the school
provides many opportunities for pupils to
enrich their understanding of themselves
and to strengthen their awareness of
others, fostering in them a flexible outlook
and open-mindedness.
Caring: concerned for others and
our surroundings
We act with respect, consideration and
clearly defined limits for the benefit of the
individual and the community. We are also
committed to maintaining an atmosphere of
support and concern in issues that deal with
learning and our pupils’ general well-being.
Family-oriented
We believe in the formative role of
the family and the positive influence
it exerts on our community and
society. We believe that a child’s
personal and educational
development is a joint challenge, in
which both parents and school must
work in close coordination and in a
spirit of mutual respect.
Proactive
Awareness of our environment and
timely action enable us to make
constant improvements.
The educational process must attend
to the academic and formative needs
required to become an active citizen
in the 21st century.
Academic Area
The Craighouse School curriculum, implemented
from Playgroup to Year 12, seeks to identify,
facilitate and develop each pupil’s full potential.
The school takes on the challenge to aim for high
academic standards in PSU, IB Diploma and
SIMCE, respecting the individual differences of
our families and each of their members.
Our curriculum includes the contents of the
national curriculum, implemented through the
International Baccalaureate methodology in its
three programmes:
a) Primary Years Programme (PYP)
b) Middle Years Programme (MYP) and
c) Diploma Programme (DP).
This allows pupils to develop their knowledge,
skills and talents in different areas, including
Maths and Science, Arts and Humanities,
Languages and Sports.
Formative Area
Together with the family, Craighouse School plays a
central role in pupils’ education, as well balanced
people, contributing to their emotional, social and
ethical development.
This very important objective is part of every
pupil’s life at school and strongly promoted on a
daily basis through Craighouse School values. In this
way, we help our pupils to reflect and internalise
the role and responsibility they have with
themselves and with the communities to which they
belong.
Our School’s Formative Curriculum is implemented
from Playgroup to Year 12 through the following
strands: Convivencia Escolar and leadership,
emotional development and sexuality, addiction
prevention, support to learning and vocational
guidance.
As part of the formative educational proposal and
in line with our philosophy of respect for diversity
and open-mindedness, Craighouse School also offers
religious education with lessons for the Catholic,
Jewish and Protestant faiths and a strong emphasis
on education for peace.
Integration Programme

In 2005, Craighouse School declared in its Educational

Project that we accept all members of a family.
Consequently, we developed an Integration
Programme for the children of those families within
our community who have special needs.

As a school we respect and value differences and

seeks to offer each of our pupils’ significant learning
opportunities and possibilities for their development
as individuals. In the future, each pupil may thereby
contribute to their local and global society.
Social Service and Experiential Learning

Our Educational Project challenges us to educate young people who can reach their full potential for a
global benefit. As stated in our Educational Project, “we aspire not only for our pupils to be actively
involved in their own learning and development, but also to become agents in the creation of a better
world”. We articulate and provide the means for our pupils to make a contribution to the country and
to the global world.

This involves creating experiences, reflections and actions that encourage our pupils to give their
utmost to make a contribution to society. Craighouse School aims for its pupils to be educated for “the
construction of citizenship, in order to contribute to and build a more just society”.

Value progression defining our Formative Curriculum

Primary Middle Senior

Self-esteem Identity Citizenship
Feeling of beloning as a Differences in the Autonomy and justice
member of the building of a for collaboration within
community community the community
The appointment
The Director of Music and The Arts must be a qualified music teacher.
She/he will manage, lead and develop the team that teaches music,
drama/theatre and visual arts from Play Group to Year 12
and reports directly to the Academic Director.
The Director of Music and The Arts is responsible of the development of positive working
relationships, so every pupil is valued as an individual who is known
and respected within an ordered and purposeful community that prepares them for the
opportunities, responsibilities and experiences of life.

Main responsibilities:
1. Integration with the school’s Educational Project

A Director of Music and The Arts must be a protagonist and an academic leader in order to ensure the
implementation of the school’s Educational Project and Strategic Plan, facilitating her/his team’s
understanding of and alignment with these documents and encouraging their active participation and
commitment with the development of this community.
 How is this achieved?
- By expressing daily in words and actions the main principles that are present (both implicitly and explicitly)
in the Educational Project.
- By keeping her/his team informed about all communications from the Academic Director and/or Senior
Leadership Team.
- By representing the interests and needs of the area (listening to, attending to and taking care of her/his
team’s concerns and needs), keeping them informed and updated regarding the issues emanating from the
Academic Director, the other departments, the sections and the wider community.
- By listening to, attending to and integrating her/his team’s ideas, suggestions and proposals so that they can
contribute to the enrichment of the teaching of their subjects, the improvement of the Educational Project
and the development of the institution.

2. Academic leadership:

Together with her/his team define and update the Craighouse School Curriculum, the assessment
systems for learning and the systems for an effective implementation of the subjects from Play
Group to Year 12.

How is this achieved?

- By regularly checking the Ministry of Education’s curriculum and the International Baccalaureate’s
programmes.
- By permanently checking and updating the Craighouse School Curriculum.
- By permanently checking and updating the synopses.
- By permanently checking and updating units of
study and inquiry.
- By defining expected progress for each level.
- By ensuring that assessment instruments and
processes are aligned, rigorous and valid, through
the design and regular revision of the assessment
instruments used in each level.
- By ensuring the effective implementation of
feedback to pupils in order to promote learning.
- By supervising and ensuring the appropriate scope
and sequence in order to guarantee continuous
learning throughout the three sections, through
subject coordinators.
- By keeping permanently up to date regarding
educational tendencies.
3. Pedagogical leadership:
Ensuring that the teaching and learning process
of her/his subject follows the plan and the
methodologies and standards established by the
school.
How is this achieved?
Directly in the Senior Section, through the academic
coordinators in the Primary and Middle Sections and
through their subject coordinators:
- By ensuring classes are planned, so as to effectively
implement the curriculum.
- By carrying out regular class observation and giving
feedback, with teachers in charge of the subject,
comparing them with GTP, synopses, plans and IB
plan for that level.
- By modelling classes.
- By ensuring that teachers have updated teaching
materials (books, programmes, manuals, etc.) to
strengthen and enhance teaching.
- By proposing/creating teaching resources that pupils
will use in order to ensure the correct
implementation of the Craighouse School Curriculum
(books, etc.).
- By permanently updating the team concerning the
programmes and their subjects.
 4. Human Resources management:

Participating, together with HR, in the creation of a competent team to teach the subjects. Selecting,
monitoring, training and developing her/his staff and ensuring teamwork.

How is this achieved?

- By proposing the number of teachers needed to
implement her/his subject curriculum (defined by the
headmaster).
- By taking part in the definition of the skills required
for filling vacancies in her/his subject.
- By taking part in the recruitment (search for
candidates) and selection of teachers in her/his
department, interviewing them to find out about their
technical skills.
- By deciding which teachers to hire and replace in
her/his subject, considering feedback from the Head
of Section, the academic coordinator and Human
Resources.
- By being the person responsible of the performance
appraisal of her/his teachers, giving them continuous
feedback.
- By proposing training and development actions for
each member of her/his team in order to keep them
updated, and achieve expected standards and
promote their skills.
- By helping new teachers to become familiar with
academic and teaching areas of the subject, and the
school culture.
- By acting as mentor and coach of her/his team
members, in order to ensure their academic and
organisational alignment.
- By leading her/his staff so that they form a team and
operate as such.
5. Administrative management:
Participating in and collaborating with various teams of the school in order to create the necessary
conditions that will ensure that the subject will be taught with no interruptions and under the necessary
logistic conditions.

How is this achieved?

- By distributing teachers according to their skills and experience, by specialty and level, together with the
Head of Section and academic coordinator:
 By proposing her/his team members’ workload to the academic coordinator (defined by the academic director
and/or the headmaster).
- By collaborating with the head or deputy head of section:
 Proposing candidates for replacements.
 Proposing which teachers may be form tutors.
- By collaborating with Human Resources, proposing candidates for new positions.
- By preparing the department’s budget according to guidelines given by management.
- By defining the material and technical resources required by her/his area.
- By making sure that teachers have at their disposal class plans, activities and work units which can be used in
case of absences.
- By taking part in the Academic Council, agreeing on annual goals with the academic coordinator.
- By monitoring and facilitating the execution of the department’s annual goals with her/his team members.
- By ensuring – directly in Senior and through coordinators in Primary and Middle – that the test calendar for
his/her subject is constantly updated, coordinating with the deputy head of section.
- By making sure – directly in Senior and through coordinators in Primary and Middle –that the calendar of
pedagogical outings for her/his subject is permanently updated in the corresponding levels, coordinating this
task with the deputy head of section.
- By supervising the teachers so that they are up to date in School Track, based on the information provided by
the deputy head of section.
- In Senior, by taking part in parents’ meetings if the head or deputy head of section, or any member of his/her
team deems it necessary for pupils’ well-being.
 Position Profile

Skills Attitudes
- Highly Organised - A passion for teaching.
- Ability to work under pressure - Passion for his/her academic discipline.
- Leadership - Willingness to be a lifelong learner.
- Ability to network within systems - Willingness to see difficulties as
- Flexibility opportunities and not as problems.
- Creativity - Willingness to and enjoyment of working in
- Proactivity teams and networks.
- Innovation - Willingness to contribute to the development
- Assertiveness of the school.

Qualifications
- Bachelor’s Degree in Music.
- PGCE or equivalent qualification in Education.
- A minimum of 5 years teaching experience.
- Experience and knowledge of the International
Baccalaureate continuum.
- A clean enhanced Disclosure and Barring Services check
or police check.
Values
Which values underpin your work? In this case, those
declared by the school:
Respect, effort, justice, tolerance, responsibility,
honesty, loyalty, solidarity and friendship.
 Our offer Possibilities of Promotion

- An enthusiastic learning community of pupils,

teachers, parents and Board members, who all are What possibilities of promotion for the future do
dedicated to maximise pupils achievement for you see for someone who works in this position?
each and every child, and to create - Academic Coordinator.
positive learning opportunities within and beyond - Academic Director.
the classroom. - Deputy Head of Section.
- Head of Section.
- Working within a team of highly driven and
- Headmaster / Headmistress.
supportive colleagues.
- Excellent professional development.
- Contract is initially for three years and includes an
attractive compensation package at international
level.
- Letters of application, outlining your educational
philosophy, together with Curriculum Vitae and
contact details of three referees should be e-
mailed to headmaster@craighouse.cl
- Closing date for this vacancy is 28th June, 2019.
Recruitment process and timing

She/he must be a leader with exceptional interpersonal skills, bilingual

(English-Spanish) and have an international outlook or personal life
experience.

 Closing date: 28th June, 2019.

 Skype interview: 15th June – 30th June, 2019.

 Shortlist interview: 2nd September – 8th September, 2019 .

(in London, U.K.)

 Final interview: October, 2019.

(in Santiago, Chile)