Job Title:                              Supporting Improvement Adviser
Scale:                                    Soulbury EIP Scale 13 – 16 (+3 SPA)
 General purpose of the post
The Supporting Improvement Adviser will have the levels of skills, knowledge and experience that quickly and decisively offer solutions to problems and they will insist upon high standards in all aspects of their work.
The Supporting Improvement Adviser will be expected to work within the values and long term strategic aims of the service, as well as the National Standards for Advisers in order to:
ensure that all schools understand and undertake their duties;
provide appropriate support for schools in order to promote improvement by collating, analysing, reporting and documenting data;
ensure that actions support whole school improvement and attempt to reduce variations in performance within and across schools;
identify and agree on strategies to support whole school improvement;
ensure effective action in monitoring and challenging the resource management of schools, so that resources are directed at securing improved pupil outcomes;
provide advice and recommendation in the appointment of head teachers, their performance management, mentoring and other areas of professional development;
ensure that every school obtains effective guidance and support for pre and post-inspection activity;
ensure that appropriate measures are in place to enable school Governors to play an appropriately strong and challenging role.
either directly, or by commissioned support as appropriate, contribute to resolving specific issues relating to subject/curriculum matters.
 
 
Specific Duties and Responsibilities
 
The specific duties and responsibilities of the Supporting Improvement Adviser will involve providing professional support and challenge in the areas of: 
 
School Leadership and Management, by 
Supporting and guiding a school to ensure that their vision, ethos and moral purpose are shared by all staff and stakeholders.
Supporting and challenging a school to improve the practice of effective self- evaluation and school improvement planning.
Analysing and using data to judge the performance and challenging the school to set ambitious but realistic targets.
Providing constructive feedback that forms the basis for future improvement.
 
Classroom  Teaching and Learning (Pedagogy) by 
Providing support and advice on teaching and learning styles, skills and on evaluating the quality of teaching and learning.
Identifying effective teaching and learning practice which can be shared within and across networks.
 
Curriculum Support Coordination by
Providing strategic challenge and support for Policy Development, Teaching and Learning strategies and curriculum development (including within specific subject areas)
Either directly, or by commissioned support as appropriate, contribute to resolving specific issues relating to subject/curriculum matters
 
Developing People and the Organisation by initiating and supporting action research into effective practice providing advice and guidance on procedures and practice, to evaluate the effectiveness of CPD and the impact of networks of professional practice.
To Support the Development of Student Attitudes by providing guidance on promoting an inclusive ethos and maximising opportunities for children and young people to benefit from links with other agencies.
To promote Internal Accountability by providing guidance, support and evaluation by developing criteria which trigger intervention procedures at whole school, departmental and classroom level.
Promoting formal collaboration between schools in order to implement good and excellent practice by promoting the concept of a learning establishment. 
 
Identify good and excellent practice to disseminate across schools.
 
 
Minimum expectations for the post
 
The Supporting Improvement Adviser will possess the minimum expectations and adhere to the service aims to ensure:
Good leadership and management in our schools;
Good teaching across the region’s schools;
Remove variation within a school;
Not one of GwE’s schools in Estyn statutory categories;
Pupils’ learning and wellbeing are at least good in every school;
CfW in place in every school.
 
 
Personal and service values 
 
The Supporting Improvement Adviser will have the following values:
Respect;
Trust;
Wellbeing
Innovate and inspire
Support and collaborate
Cymru a’r Gymraeg
 
 
Additional Factors 
 
The nature of the work may involve the post holder carrying out work outside of normal working hours.
The post holder may be required to attend, from time to time, training courses, conferences, seminars or other meetings as required by his or her own training needs, and those of the Service.
Expenses will be paid in accordance with local conditions of service.
This post is subject to a check being carried out at an Enhanced level by the Criminal Records Bureau regarding any previous criminal record.
Responsibility for self-development.
Ensure compliance with Health and Safety rules in the workplace in accordance with the responsibilities noted in the Health and Safety at Work Act 1974 and the Service’s Health and Safety Policy.
Operate within the Service’s policies in relation to equal opportunities and equality.
Responsible for managing information in accordance with the Service’s information management guidelines. Ensure that personal information is treated in accordance with Data Protection legislation.
Commitment to reducing carbon emissions in accordance with the Carbon Management Plan, and to encourage others to act positively towards reducing the Council’s Carbon Footprint.
Undertake any other reasonable duty which corresponds to the salary level and responsibility level of the job.
Responsibility to report any concern or suspicion that a child or vulnerable adult is being abused.