Organization Overview

Silverleaf Academy is a chain of affordable private pre-primary and primary schools in Tanzania, providing high-quality education to lower-middle-income families.

Using Tanzania’s national curriculum, Silverleaf incorporates a tech-supported and inclusive learning approach. The school emphasizes mastery of basic skills such as reading, writing, and mathematics, while nurturing critical thinking, collaboration, and entrepreneurial abilities.

Silverleaf’s mission is to prepare students for the future with well-rounded skills. The academy is currently scaling up its Usa River campus to serve over 1,000 students by January 2025.

Role Overview

The Head of Middle Primary is responsible for overseeing the academic and developmental progress of students in Grades 3 and 4.

Reporting to the Head Teacher, this role involves implementing the curriculum, managing the teaching team, tracking student progress, and ensuring that students meet the desired learning outcomes.

The Head of Middle Primary also plays a key role in supporting the holistic development of students through co-curricular programs and engaging with parents to promote a strong home-school partnership.

Key Responsibilities

1. School Culture and Team Development

The Head of Middle Primary will support a strong school culture and contribute to the professional growth of teachers and staff in Grades 3 and 4.

Key responsibilities include:

• Conducting performance evaluations for teaching staff in Grades 3 and 4, and providing feedback on strengths and areas for development.
• Working in partnership with the Head Teacher to implement:
  • A yearly professional development vision for the school.
  • A yearly development calendar.
  • Weekly coaching and development experiences for teammates.
  • A strong performance appraisal system.
• Fostering a positive and collaborative environment among teachers and staff for Grades 3 and 4.
• Implementing and leading cultural activities and rituals for Grades 3 and 4.
• Facilitating a culture of self-awareness where teammates in Grades 3 and 4 value personal and professional development and are invested in feedback and growth.
• Conducting daily and bi-weekly cultural, academic, and technology walkthroughs and observations for Grades 3 and 4.

2. Student Experience: Academic Performance, Student Development, Behavior, and Co-curriculars

The Head of Middle Primary will support the academic, social, emotional, behavioral, and co-curricular development of students in Grades 3 and 4.

Key responsibilities include:

• Supporting the Head Teacher to implement a yearly student experience vision and plan for the school.
• Supporting the Head Teacher to implement a yearly and measurable plan to ensure that students are developed:
  • Academically.
  • Socially.
  • Emotionally.
  • Through their co-curricular experience.
• Partnering with the School Manager and the Head Teacher to set targets for all academic metrics by grade level and by student.
• Attending weekly academic data meetings to ensure that academic targets are being met.
• Implementing targeted intervention programs for struggling students in Grades 3 and 4.
• Facilitating health and wellness programs that support physical and mental well-being for Grades 3 and 4.
• Facilitating student leadership opportunities, such as student councils, for Grades 3 and 4.
• Attending bi-weekly Student Leaders meetings to ensure that student voice guides decision-making and development.
• Ensuring that the child protection policy and child wellness policies are followed.
• Leading the campus AAR as needed for Grades 3 and 4.
• Conducting weekly audits to ensure that child protection and child wellness policies are followed in Grades 3 and 4.
• Ensuring that positive behavior practices are implemented for Grades 3 and 4.
• Ensuring the use of Class Dojo to reinforce behavior management in Grades 3 and 4.
• Ensuring that all behavioral concerns are addressed or escalated before the end of the day on which they occur.
• Ensuring the execution of co-curricular activities by coordinating with the co-curricular coordinator and external partners.
• Ensuring that co-curricular activities are diverse, engaging, and aligned with development goals.
• Ensuring a well-rounded club and sports program.
• Supporting student participation in extracurricular competitions.

3. School Sustainability and Operations: Enrollment, Operational Efficiencies, and Finance

The Head of Middle Primary will support effective academic operations and help ensure smooth day-to-day school management for Grades 3 and 4.

Key responsibilities include:

• Working with the Head Teacher to ensure smooth day-to-day academic operations, including:
  • Scheduling teaching timetables.
  • Scheduling assessments.
  • Managing teaching and learning resources.
  • Ensuring compliance with all health and safety protocols for Grades 3 and 4.
  • Ensuring compliance with child protection policies for Grades 3 and 4.

4. Community Engagement: Parents, Community Members, Partner Organizations, and Stakeholders

The Head of Middle Primary will support strong relationships between the school, parents, community members, partner organizations, and other stakeholders.

Key responsibilities include:

• Supporting the Head Teacher to implement regular feedback mechanisms for all stakeholders, including:
  • Parents.
  • Community members.
  • Partners.
• Supporting the Head Teacher to organize regular parent-teacher conferences to:
  • Discuss student progress.
  • Set goals.
  • Provide academic updates.
  • Provide behavioral updates.
• Ensuring communication channels with parents are clear and consistent.

Education and Experience Requirements

Candidates should meet the following requirements:

• Education: Must have a teaching degree from an institution recognized by the Government of Tanzania.
• Experience: Minimum of 3 years of teaching experience, with at least 2 years in a leadership or supervisory role, such as Grade Coordinator or Head of Department.
• Leadership Skills: Proven ability to lead and inspire teachers to achieve academic goals.
• Curriculum and Teacher Training: Experience in curriculum development and teacher training.
• Student-Centric Approach: Strong background in student assessment, student development, and creating student-centered learning environments.
• Community Engagement: Experience in building relationships with parents and communities to support student success.
• Languages: Proficiency in both English and Kiswahili.

• Conducting performance evaluations for teaching staff in Grades 3 and 4, and providing feedback on strengths and areas for development.
• Working in partnership with the Head Teacher to implement: A yearly professional development vision for the school. A yearly development calendar. Weekly coaching and development experiences for teammates. A strong performance appraisal system.
• Fostering a positive and collaborative environment among teachers and staff for Grades 3 and 4.
• Implementing and leading cultural activities and rituals for Grades 3 and 4.
• Facilitating a culture of self-awareness where teammates in Grades 3 and 4 value personal and professional development and are invested in feedback and growth.
• Conducting daily and bi-weekly cultural, academic, and technology walkthroughs and observations for Grades 3 and 4.
• Supporting the Head Teacher to implement a yearly student experience vision and plan for the school.
• Supporting the Head Teacher to implement a yearly and measurable plan to ensure that students are developed: Academically. Socially. Emotionally. Through their co-curricular experience.
• Partnering with the School Manager and the Head Teacher to set targets for all academic metrics by grade level and by student.
• Attending weekly academic data meetings to ensure that academic targets are being met.
• Implementing targeted intervention programs for struggling students in Grades 3 and 4.
• Facilitating health and wellness programs that support physical and mental well-being for Grades 3 and 4.
• Facilitating student leadership opportunities, such as student councils, for Grades 3 and 4.
• Attending bi-weekly Student Leaders meetings to ensure that student voice guides decision-making and development.
• Ensuring that the child protection policy and child wellness policies are followed.
• Leading the campus AAR as needed for Grades 3 and 4.
• Conducting weekly audits to ensure that child protection and child wellness policies are followed in Grades 3 and 4.
• Ensuring that positive behavior practices are implemented for Grades 3 and 4.
• Ensuring the use of Class Dojo to reinforce behavior management in Grades 3 and 4.
• Ensuring that all behavioral concerns are addressed or escalated before the end of the day on which they occur.
• Ensuring the execution of co-curricular activities by coordinating with the co-curricular coordinator and external partners.
• Ensuring that co-curricular activities are diverse, engaging, and aligned with development goals.
• Ensuring a well-rounded club and sports program.
• Supporting student participation in extracurricular competitions.
• Working with the Head Teacher to ensure smooth day-to-day academic operations, including: Scheduling teaching timetables. Scheduling assessments. Managing teaching and learning resources. Ensuring compliance with all health and safety protocols for Grades 3 and 4. Ensuring compliance with child protection policies for Grades 3 and 4.
• Supporting the Head Teacher to implement regular feedback mechanisms for all stakeholders, including: Parents. Community members. Partners.
• Supporting the Head Teacher to organize regular parent-teacher conferences to: Discuss student progress. Set goals. Provide academic updates. Provide behavioral updates.
• Ensuring communication channels with parents are clear and consistent.

• Proven ability to lead and inspire teachers to achieve academic goals.
• Experience in curriculum development and teacher training.
• Strong background in student assessment, student development, and creating student-centered learning environments.
• Experience in building relationships with parents and communities to support student success.
• Proficiency in both English and Kiswahili.

• Must have a teaching degree from an institution recognized by the Government of Tanzania.