Head of Teaching & Learning

Our vision at Oakridge International School, Bengaluru is to inspire every individual to unlock their true potential through our outstanding education to make the world a better place. We teach the IB Diploma Programme, a highly prestigious curriculum that sees 70% of our students go on to attend one of the world’s top 100 universities. Our teachers have an average of over 6 years’ experience, and work to create a caring, supportive learning environment where children can fulfil their potential. Explore our school in more detail on our website.

Short Description

Head of Teaching & Learning **

School Type: IB Continuum School (K -12)

Reports to: Head of School / Principal

Location: Bangalore, India

Position Overview
Department: Academic Leadership

Works closely with: Heads of section (Primary and Secondary), Programme Coordinators (EYP, PYP, MYP and DP), Heads of Department, Grade-Level Leaders, the Professional Learning Leader, Inclusion and Wellbeing Teams, College Counsellor and other members of the Senior Leadership Team.

Role Purpose

Provide strategic and pedagogical leadership to improve teaching quality, consistency and student outcomes across the school. Promote research-informed, inclusive and student-centred practices aligned with IB philosophy, fostering inquiry, conceptual understanding, student agency, metacognition and lifelong learning. Drive continuous improvement through collaboration, reflection, assessment and evidence-informed decision-making.

Job Description

Key Responsibilities

• Strategic Leadership and School Improvement**

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Develop and implement a whole-school teaching and learning vision aligned with the school’s mission, strategic priorities and IB philosophy.

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Lead the teaching and learning framework, school self-evaluation and IB reviews, ensuring alignment with IB standards and measurable improvement.

2. Pedagogical Leadership and Innovation

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Promote effective, research-informed practices, including inquiry, explicit instruction, differentiation, formative assessment, metacognition and student agency.

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Evaluate emerging educational trends and the ethical use of technology and AI.

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Foster innovation, collaboration and reflective practice to improve classroom learning.

3. Assessment and Data-Informed Practice

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Establish systems to collect, analyse and use internal, external and IB assessment data.

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Identify learning gaps, monitor progress and support evidence-based instructional planning and interventions.

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Strengthen assessment literacy, feedback, moderation and consistency in assessment judgements.

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Combine data with classroom observations, student work, student voice and wellbeing indicators to evaluate impact ethically and constructively.

4. Classroom Observation and Feedback

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Lead learning walks, classroom observations and student work reviews with academic leaders.

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Provide constructive, evidence-based feedback and promote instructional coaching, collaborative planning and continuous improvement.

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Monitor teaching quality and the impact of agreed pedagogical priorities.

5. Professional Learning and Leadership Development

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Align professional development with school improvement priorities and identified teaching needs.

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Promote coaching, peer observation, lesson study and professional learning communities.

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Develop pedagogical expertise and instructional leadership among programme coordinators and middle leaders.

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Evaluate professional learning through changes in teaching practice and student outcomes.

6. Inclusion and Student Achievement

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Promote equitable, inclusive teaching with high expectations and appropriate support and challenge for diverse learners.

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Use performance data to improve outcomes across programmes and student groups.

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Collaborate with academic and university counselling teams to strengthen achievement and support successful university and college pathways.

7. Stakeholder Engagement and Professional Leadership

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Build strong relationships with staff, leaders, support teams, parents and the wider school community.

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Lead change through communication, consultation and evidence-informed decisions.

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Partner with the Principal to communicate priorities and strengthen parent engagement.

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Model integrity, reflective practice, collaboration and continuous learning.

Required Skills/Abilities

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Education: Master’s degree in Education or a relevant subject; B.Ed. is mandatory for India.

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Experience: 10+ years of experience in K–12 education, including at least 5 years in senior academic leadership within IB programmes.

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Leadership Experience: Proven experience in leading teaching and learning, driving school improvement initiatives, developing teacher capacity and leading teams towards measurable improvements in student outcomes.

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Curriculum Expertise: Strong understanding of IB philosophy, curriculum frameworks, assessment practices and pedagogical approaches across relevant programmes.

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Data Literacy: Ability to analyse student achievement and assessment data, identify trends and learning gaps, and use evidence to improve teaching, learning and student outcomes.

At Nord Anglia Education we are committed to providing a world class, safe, happy environment in which children and young people can thrive and learn. We are committed to safeguarding and promoting the welfare of all our pupils where we embrace all race, abilities, religions, genders, and cultures.

All post holders in regulated activity (having regular unsupervised contact with children) are subject to appropriate national and international vetting procedures including satisfactory criminal record checks from both your country of residence/birth and any country of residence within the last 10 years.

We welcome applications from suitable qualified persons from all diverse backgrounds

Please note, only shortlisted candidates will be contacted.