Executive Dean Academics - Central Academic Team

Primary | Lower Secondary | Upper Secondary

Position Overview:

Glenrich International Schools, Dhaka, is seeking an experienced academic leader for the position of Executive Dean Academics within the Central Academic Team. The role covers Primary, Lower Secondary and Upper Secondary across Glenrich campuses and reports to the Chief Academic Officer (CAO).

The role owns academic quality and performance across the assigned segment by connecting strategy, curriculum, implementation, quality assurance, innovation, teacher capability and student outcomes into a disciplined academic cycle.

Role Overview:

The Executive Dean Academics translates the CAO’s strategy into consistent campus implementation, measurable student progress and continuous improvement. The role leads the academic cycle: Plan → Align → Innovate → Implement → Audit → Analyse → Intervene → Improve → Scale → Measure Impact.

Key Responsibilities:

• Academic Strategy & Planning: Translate central priorities into segment plans, academic calendars, campus action plans and review rhythms; identify key risks and improvement priorities.

• Curriculum & Academic Planning: Drive curriculum alignment, resource review, curriculum maps, pacing, assessment, homework, revision and examination planning.

• Academic Standardisation & Systemisation: Establish common academic standards, formats, routines and quality benchmarks across campuses with appropriate contextual flexibility.

• Academic Innovation & Continuous Improvement: Review existing Signature Programmes; benchmark practice; pilot, evaluate and scale new initiatives; and replicate effective campus practices.

• Academic Audits & Quality Assurance: Conduct scheduled and surprise audits across curriculum, teaching, assessment, documentation and learning practices; drive corrective actions to closure.

• Student Performance & Result Analysis: Analyse campus, grade, section and subject performance; identify root causes; lead result reviews; and track improvement actions and outcomes.

• Performance Enhancement & Student Progress: Identify at-risk learners; coordinate interventions and performance enhancement classes; track participation, progress and evidence of improvement.

• High Achievers, Scholars, Olympiads & Competitions: Identify talent and support Scholar/High Achiever pathways, priority Olympiads, competitions, MUN, debates, research and enrichment opportunities; track outcomes.

• Teaching, Learning & Teacher Capability: Review instructional quality, identify pedagogical needs, plan segment PD with STS Academy and track application and impact.

• Academic Events & Signature Programs: Support high-impact academic events and ensure Signature Programs meet defined quality standards and demonstrate student value.

• Parent Experience & Issue Closure: Track academic concerns, monitor resolution timelines, identify recurring issues and drive systemic corrective action.

• Academic Technology & AI Integration: Support responsible use of technology and AI in planning, resources, assessment, feedback, data analysis and learning; evaluate impact before scale-up.

• Academic Governance, Data & Reporting: Maintain segment dashboards, conduct monthly/term/annual reviews, benchmark campuses, track action closure and provide concise recommendations to the CAO.

• School Improvement & Stakeholder Collaboration: Work with VPs, Deans, HODs, Segment Heads and central functions to monitor and close campus improvement plans through the established campus structure.

• Operating Rhythm: Lead monthly, term and annual reviews covering academic progress, assessments, interventions, performance, PD, parent concerns, innovation and action closure; use findings to set priorities for improvement.

• Performance Management & KPIs: Track agreed academic KPIs, including syllabus completion, audit closure, result improvement, intervention impact, high-achiever/competition outcomes, teacher capability and issue resolution.

• School Improvement: Benchmark campuses, identify recurring gaps, assign owners and timelines, and ensure evidence-based recommendations are implemented and reviewed for impact.

• Authority & Accountability: Require academic data, evidence and action plans; conduct audits and classroom reviews; require corrective action and closure; recommend curriculum, resource, training and intervention changes; and escalate critical risks or non-compliance to the CAO.

• Governance Boundary: Work through the campus leadership structure; the role does not replace the authority of VPs, Deans or HODs. Final policy, structural, budgetary and strategic authority remains with the CAO or designated leadership authority.

Segment Ownership:

• Primary (Early Years – Grade 5): Foundational literacy/numeracy, communication, inquiry/play-based learning, age-appropriate assessment, learning gaps, performance enhancement, competitions, Grade 5–6 transition and teacher capability.

• Lower Secondary (Grades 6 – 8): Primary–Lower Secondary transition, conceptual depth, independent learning, higher-order thinking, research/inquiry, academic discipline, IGCSE readiness, intervention and Grade 8–9 readiness.

• Upper Secondary (Grades 9 – 12): IGCSE/AS/A Level planning, examination readiness, subject pathways, result analysis/intervention, Scholar/high-achiever pathways, research/enrichment, university readiness and Cambridge compliance.

Key Interfaces:

• Internal: CAO, VPs, Deans of Academics, HODs, Segment Heads, Coordinators, Teachers, STS Academy/PD, Glenesis/Parent Engagement, University Placements and other relevant central teams.