Head of Secondary English Language Learning (ELL)

Description & Requirements

Role Description

JOB TITLE

Head of Secondary English Language Learning (ELL)

DEPARTMENT

Secondary School

LOCATION

Shanghai

SUPERVISOR

Deputy Head (Academic) of Secondary School, Head of Secondary School

OBJECTIVES

The Head of Secondary English Language Learning (ELL) is responsible for leading and developing high-quality ELL provision across the Secondary School. The post holder will ensure that multilingual learners make strong progress in academic English while accessing age- and grade-appropriate learning across the curriculum.

The post holder will lead an inclusive, data-informed ELL strategy that brings together effective identification and assessment, targeted language support, high-quality teaching, and close collaboration with subject departments. This includes implementing a coherent, data-driven dual-level language pathway model for individual pupils and cohorts, embedding academic language development into subject learning and supporting learners to progress from A2 towards B1 proficiency while accessing grade-level content.

KEY RESPONSIBILITIES

ELL Strategy, Provision & Curriculum Access

• Lead the design, implementation and review of an effective Secondary ELL model, including English for Academic Purposes (EAP) and foundation English, aligned with the school’s ethos and priorities.
• Develop and maintain a coherent Secondary ELL curriculum that supports language development, academic literacy and study skills, enabling pupils to access subject content.

• Lead the implementation of a data-driven, dual-level language pathway model for individual pupils and cohorts, embedding academic language development directly into subject learning.
• Support multilingual learners to progress from A2 towards B1 proficiency while continuing to access grade-level content.
• Embed analytical thinking frames, scaffolded sentence structures and progressive vocabulary development across disciplines, supporting transferable cognitive and academic skills.
• Ensure that ELL provision supports pupils’ progress across all subjects, with an explicit focus on academic language, reading, writing, oracy and vocabulary development.
• Promote consistent approaches to scaffolding, differentiation and language-rich teaching across the Secondary School.

Identification, Assessment, Data & Reporting

• Oversee robust ELL identification and baseline assessment on entry, including language proficiency profiling and regular review points.
• Track and analyse ELL pupils’ progress using appropriate data, translating findings into clear actions for teachers and leaders.
• Maintain accurate ELL registers, Individual Language Learning Profiles (ILLPs), pupil targets and provision mapping, in line with school policy and confidentiality requirements.
• Use individual and cohort data to evaluate the impact of provision, identify pupils who may be at risk of underachievement and ensure interventions are appropriately planned and reviewed.
• Contribute to reporting cycles, parent communication and internal reports on ELL progress and provision impact.
• Ensure assessment and reporting practices are fair, consistent and based on an accurate understanding of pupils’ language proficiency and subject knowledge.

Teaching & Learning Quality

• Model excellent ELL teaching practice and promote high-impact strategies for multilingual learners.
• Support subject departments to identify and plan for the language demands of their curricula, including subject-specific vocabulary, genres, command words and disciplinary literacy.
• Promote the integration of academic language development into subject teaching and learning.
• Monitor the quality and impact of ELL provision through learning walks, work scrutiny, pupil voice and progress reviews, providing clear and actionable feedback.
• Support teachers to use appropriate scaffolding and assessment approaches so that language needs are addressed without limiting access to ambitious curriculum content.

Staff Development (CPD) & Coaching

• Design and deliver professional development for Secondary staff on effective ELL strategies, including scaffolding, feedback, vocabulary instruction, oracy and assessment for learning.

• Coach and support colleagues to strengthen their practice and embed consistent, effective ELL approaches across classrooms.
• Promote collaboration and the sharing of best practice across departments and, where relevant, across the wider Wellington College China network.
• Support colleagues’ professional growth and contribute to the development of academic teams and future leaders.

Inclusion, Well-being & Pastoral Collaboration

• Collaborate with Learning Support and pastoral teams to identify and support pupils with overlapping needs, including ELL and SEND, ensuring that assessment information is interpreted fairly and accurately.
• Work with relevant colleagues to support pupils’ academic progress, well-being and access to the wider life of the school.
• Contribute to effective transitions, including Primary-to-Secondary transitions and the induction of pupils joining during the school year.
• Contribute ELL assessment information to admissions processes and interviews, as appropriate.

BEHAVIOURS: LEADERS AS CHANGEMAKERS

Key Leadership Mindset

• “Big Picture” Thinking – Balance day-to-day operational responsibilities with long-term strategic priorities.
• Servant Leadership – Support teachers and staff to improve academic provision and pupil outcomes.
• Growth Mindset – Continuously seek better ways to develop curriculum, teaching and learning, and pupil provision.
• Mentoring and Coaching – Support colleagues in developing their skills, fulfilling their roles and pursuing their career aspirations.

The post holder should demonstrate a combination of strategic, analytical, operational and people leadership behaviours. The following behaviours are essential for success in this role:

Data-Driven Decision-Making

• Analytical Thinking: Interpret complex academic and language-proficiency data and translate it into actionable insights for teachers and leaders.
• Evidence-Informed Evaluation: Use assessment and progress information to evaluate the impact of provision and guide improvement.

Strategic Leadership

• Visionary Planning: Align ELL provision and curriculum development with the school’s academic goals and the changing needs of the pupil population.
• Stakeholder Communication: Communicate curriculum, teaching and learning observations, and pupil progress clearly to colleagues and senior leaders.
• Proactive Problem-Solving: Identify potential issues, such as underperformance or curriculum-access barriers, and propose effective responses.

Operational Excellence

• Process Efficiency: Maintain effective ELL systems, including pupil data, ILLPs and provision mapping, while reducing unnecessary administrative burden.
• Deadline Management: Ensure key responsibilities and reporting deadlines are met effectively.
• Sustainable Practice: Develop curriculum and teaching and learning processes that can be sustained and built upon by future staff.

Collaborative & Supportive Leadership

• CPD & Training: Empower staff through professional development that improves teaching and learning for multilingual pupils.
• Interdepartmental Coordination: Work effectively with Heads of Department, Learning Support, pastoral teams and senior leaders to support pupils’ language development.

Adaptability & Change Management

• Responsiveness to Emerging Needs: Ensure ELL provision responds to changing pupil demographics, language profiles and learning needs.
• Continuous Improvement: Regularly review and refine provision and processes to strengthen their effectiveness and impact.

Ethical & Transparent Leadership

• Data Confidentiality: Handle sensitive pupil and staff information discreetly and in accordance with GDPR and school policies.
• Fairness in Reporting: Support consistent and fair assessment and reporting practices.
• Integrity in Decision-Making: Use evidence objectively when interpreting assessment outcomes and making decisions.

Stakeholder Engagement

• Leadership & Parent Communication: Provide clear, evidence-based information on ELL progress and provision when required.
• Student-Centred Focus: Use evidence to identify pupils who may need additional support and ensure interventions are monitored.
• Wellington College China (WCC) Alignment: Ensure relevant WCC policies and guidance are implemented at school level.

BASIC QUALIFICATION

Education: 

• Bachelor’s degree and a recognised teaching qualification.

Further Education & Professional Learning

• A postgraduate qualification in TESOL, Applied Linguistics, ELL or a related field, or equivalent professional learning, would be beneficial

Working experience: 

• Demonstrable experience teaching English Language Learning (ELL) in a Secondary setting.
• Middle leadership experience, or clear evidence of leadership impact, is desirable.

EXPERTISE

• Strong knowledge of ELL pedagogy, second language acquisition and strategies that enable multilingual learners to access mainstream curriculum learning across Secondary.
• Proven ability to raise achievement for multilingual learners through effective assessment, targeted intervention and high-quality teaching.
• Experience designing and delivering staff CPD, coaching colleagues and embedding consistent classroom practice.
• Confidence using language-proficiency, progress and attainment data to evaluate impact and drive improvement.

• Ability to develop coherent language pathways that connect individual pupil needs with cohort-level planning and subject-based learning.
• Ability to build strong relationships with pupils, parents and staff, and to work effectively across teams.

OTHER INFORMATION

• The post holder must uphold the highest standards of safeguarding and child protection and comply with all relevant school policies and procedures.
• The post holder is expected to uphold the Wellington Values and adhere to the Staff Handbook and applicable Wellington College China policies.
• The post holder will undertake other duties reasonably requested by the school leadership.
• This job description may be reviewed in consultation with the post holder to reflect the evolving needs of the school.

As an employer of choice, Wellington College Education (China) is committed to making professional learning and personal development central to its ethos and approach. WCEC fully recognises its responsibilities for safeguarding children. Our safeguarding policy applies to all staff, governors and volunteers working in the Group.