Regional Head of Multilingualism - Europe

Regional Head of Multilingualism - Europe

International Schools Partnership (ISP) is a dynamic, expanding, global group of international schools that prides itself in putting learners and their learning first. This is what makes us unique and is what we refer to as our Learning First methodology.

The Regional Head of Multilingualism will work remotely across Europe and preferably be based within the UK, Italy, Greece, Poland, or Morocco. There will be an expectation to travel across Europe regularly as part of the role.

ISP takes an asset-based approach towards multilingualism, and as such, works relentlessly to ensure that all multilingual learners in our schools can access learning across the curriculum, whilst developing their academic language knowledge, skills and understanding.

The role’s core purpose is to further embed the group’s multilingualism strategy, through our quality assurance framework, the Multilingualism Roadmap, and by committing to continuous engagement with the Learning Improvement Process.

Working closely with the Regional Learning Directors and the Group Head of Multilingualism, this individual directs and leads schools in the region to improve learning outcomes for all multilingual students, embedding best practice in provision for main languages of education (MLOEs), languages taught in school and learners’ home languages, or additional languages of learning.

Our Strategic Goals

The postholder is accountable for driving the following ISP strategic goals for multilingualism in the region:

• Every student will develop a minimum of a CEFR B2 level proficiency in at least one additional world language (usually English), in parallel to their home and other languages.
• Every school's offer will include bespoke language learning pathways so that all students can access learning through development in the school’s Main Language of Education.
• Multilingualism is integral to all learning across the curriculum, and its relationship with Academic Achievement is fully understood as a shared idea by all stakeholders.
• All specialists and teachers will be competent in designing learning to accelerate students’ language development and increase their confidence in accessing learning across the curriculum, by delivering high-impact learning experiences.
• The region will have an active Community of Practice, which regularly engages with a range of initiatives, including action research, to drive improvement.
• Every year, the region’s alignment to the Multilingualism Roadmap will increase and develop a strategic vision, which identifies regional challenges and successes.
• Learning and teaching in schools will demonstrate an understanding of the unique needs and profiles of multilingual learners, demonstrated by gathering evidence of learning in real time and over time in Learning Visits.

Key Responsibilities

The postholder is accountable for driving the following ISP strategic goals for multilingualism in the region:

• Lead the implementation of ISP’s Multilingualism Strategy by guiding schools through accurate self‑evaluation, target setting, and alignment with the Multilingualism Roadmap.
• Ensure schools systematically collect, analyse and submit language proficiency and progress data, using this to inform improvement planning.
• Build and sustain a regional community of practice that promotes collaboration, professional learning, action research and the sharing of multilingualism best practice.
• Support schools in developing multilingual vision statements, policies and environments that promote a strong “multilingual habitus.”
• Advise on multilingual learner admissions, including language profiling, baseline assessment, inclusive induction processes and family support.
• Identify and remove barriers to language learning while ensuring high-quality, tiered language provision across the region.
• Upskill staff, leaders and families on multilingual learning principles, including home language development, translanguaging pedagogies, and realistic language acquisition timelines.
• Support the adoption of a regional language learning framework, ensuring consistent progress tracking and strong data management.
• Coordinate and guide the rollout of EdTech tools that support language learning, assessment and translation, while gathering real-time evidence of learning during school visits.
• Collaborate with regional leaders, principals, admissions teams, EdTech leads and school-based multilingualism staff, while delivering professional learning, mentoring new leads and supporting action research.

Skills, Qualifications And Experience

• Qualified Teacher Status.
• A minimum of 5 years’ experience of successful supervision and coordination of language teaching and learning in English medium or bilingual schools.
• Experience (school-based or group-based) of leading EAL/ML development.
• Experience and evidence of successfully leading change management, professional learning, and strategic planning.
• Knowledge of a range of curricula, such as the British National, Cambridge GCSE & A Levels.
• Knowledge of external language proficiency qualifications such as GCSE, A Level, Cambridge, KET, PET, IELTS, TOEFL.
• Knowledge of key frameworks for assessing and monitoring language levels and progress such as CEFR, BELL, and the WIDA English Language Development framework.
• Evidence of engagement in action research projects, curricular development projects, conference presentations on language learning and multilingualism.
• The ability to communicate at C1 (CEFR) level in at least one of the following languages would be an advantage, Italian, Greek, French, or Polish.

ISP Principles

• Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding and Health & Safety issues and acting and following up on all concerns appropriately.
• Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
• Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
• Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.
• Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.

Key skills/competency

• Multilingualism Strategy
• Language Learning Frameworks
• Educational Leadership
• Curriculum Development
• Change Management
• Professional Development
• Action Research
• Data Analysis
• Language Proficiency Assessment
• Community Building