Head of School (Principal)

Regenesys -
At, Gujarat

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Job details

Full-time
18 hours ago

Qualifications

B.Ed
English
Master's degree
Quality assurance
Education
Bachelor's degree
MBA
Leadership
Teaching experience

Full job description

Department

Academic – Regenesys Online School

Reporting to

Chief Executive Officer, Regenesys Online School

Direct Reports

Heads of Department, Educators, Learning Assistant team, Instructional Designers

Employment Type

Full-time, permanent

Location & Work Setup

Hybrid – based at the Regenesys campus, 165 West Street, Sandton, with flexibility to work remotely part of the week.

Position Summary

Regenesys Online School (ROS) is the online school of the Regenesys Education Group, which has delivered education for 28 years, 15 of them online. The School opens in September 2026, teaching live on its own learning platform to learners across Africa and internationally. It offers the Cambridge international pathway (IGCSE, AS and A Level, 17 subjects per stage), with a South African National Senior Certificate stream, examined through SACAI, launching in January 2027.

The Head of School is the School’s academic leader and the most senior academic member of the senior leadership team. The role holds all academic oversight: curriculum delivery, teaching quality and learner support across every stage and both curriculum pathways, with teachers, Heads of Department, Learning Assistants and instructional designers reporting through it. This creates a single, clear line of accountability from the live classroom to the CEO and the ROS Board.

This is a founding appointment. The Head of School will build the academic function of a new school: appointing and certifying its first teachers, finalising its curriculum and assessment architecture, and leading the School from its first cohort through its first external examinations (AS Level in June 2027; IGCSE and A Level in June 2028).

Key Responsibilities

Academic leadership: own the School’s academic strategy and its delivery across the Cambridge pathway and, from January 2027, the NSC (SACAI) stream; report on academic performance to the CEO and, through the School’s academic governance structures, to the ROS Board.

Curriculum and assessment: oversee the written curriculum on CAIE and (from 2027) SACAI standards – scope and sequence, schemes of work, vertical and horizontal articulation across subjects and years, internal assessment mirroring external examination formats, and the annual curriculum review.

Teaching quality: set and hold the standard for live online lessons; run the observation programme (live and recorded lessons), biannual KPI-based teacher evaluations and Personal Development Plans with the Training and Development department; ensure every teacher is certified through the

Accelerated Facilitator programme (minimum 80%) before teaching live classes.

Team leadership: recruit, induct, develop and performance-manage Heads of Department, Educators, Learning Assistants and instructional designers, applying the Group’s multi-stage appointment process (screening, assessment tasks, teaching demonstrations, structured interviews, reference checks).

Learner progress and support: own the learner support model – a dedicated Learning Assistant for every learner, the live at-risk dashboard, daily tutor sessions and 1:1 tutoring – and ensure flagged learners receive early, effective intervention; oversee placement and admission-readiness standards with the Admission Advisors.

Examinations: with the exams officer and the Head of Compliance and Quality Assurance, ensure learners are prepared, entered and supported for external examinations, including private-candidate entry at approved venues, the exam venue playbook, mock examinations, predicted grades and university references.

University pathways: oversee subject-choice and university-entry guidance (USAf exemption requirements, UCAS, US admissions), including use of the School’s University Pathway Planner at placement and subject-selection points.

Parents and community: lead parent engagement – semester teacher-parent meetings, progress reporting, weekly summaries and escalations – and build a school culture that reflects the School’s values of integrity, care, access and joyful, deep learning.

Safeguarding and integrity: be accountable for child protection, eSafety, responsible AI use and academic integrity (plagiarism detection, proctored assessment) across the School, in line with policy and POPIA.

Data-led improvement: use LMS analytics, lesson ratings, learner and parent feedback and results analysis to drive continuous improvement, and maintain the School’s quality management processes with the Head of Compliance and Quality Assurance to meet Cambridge and, later, Umalusi/SACAI requirements.

Calendar and timetable: own the academic calendar and timetable, meeting recommended guided learning hours per subject within the School’s synchronous-led model (roughly 40% live, 60% guided independent learning).

Executive contribution: contribute to enrolment growth, retention and product development as a member of the executive team, alongside the Heads of Compliance and Quality Assurance, Sales and Partnerships, and Digital Marketing.

Metrics/KPIs for Performance Measurement

Learner outcomes: internal assessment performance against targets and, from June 2027, external examination results (AS 2027; IGCSE and A Level 2028) against predicted grades and agreed benchmarks.

Teaching quality: school-wide average lesson rating (School target: minimum 4.2 out of 5.0); completion of the observation and biannual evaluation cycles; 100% of teachers certified before teaching live.

Engagement: live-lesson attendance, pre-class activity completion and assessment submission rates across the School.

Retention and progression: learner retention, completion and progression rates between stages.

Intervention effectiveness: speed of intervention for at-risk learners and the share who recover to track.

Parent confidence: parent satisfaction and meeting participation; complaint volumes and resolution times.

Staff stability and growth: teacher retention, Personal Development Plan progress and vacancy fill times.

Quality and compliance milestones: curriculum reviews, quality reviews and accreditation obligations delivered on schedule with the compliance function.

Qualifications and Requirements

A Bachelor of Education, or a bachelor’s degree with a PGCE, is essential; a postgraduate qualification in education, leadership or management (Honours, M.Ed or MBA) is strongly preferred.

At least 10 years in education, including 5 or more years in school leadership (principal, deputy principal, head of phase or head of academics).

Leadership experience within Cambridge (CAIE), Pearson Edexcel or OxfordAQA schools is essential, with a strong preference for Cambridge; additional IEB or SACAI/NSC experience is advantageous, particularly for the 2027 NSC stream.

Experience leading in an online or hybrid school, or at meaningful scale with digital learning platforms and analytics, is strongly advantageous.

Working knowledge of accreditation and regulatory processes (Cambridge registration, Umalusi/SACAI, or equivalent) is advantageous.

SACE registration is advantageous.

An excellent command of English, the School’s medium of instruction, assessment and communication.

Comfortable leading through data: dashboards, learning analytics and results analysis.

Based in, or willing to relocate to, Gauteng, and able to work on the School’s SAST (UTC+2) calendar.

Key Competencies

Instructional Leadership: sets a visible standard for teaching and learning and develops others to reach it.

People Leadership: recruits well, gives direct feedback, and builds capable, accountable academic teams.

Data-Driven Judgement: reads analytics and results accurately and turns them into timely academic decisions.

Online Pedagogy and Digital Fluency: deep understanding of live online teaching, flipped-classroom design and learning platforms.

Stakeholder Communication: credible and clear with parents, teachers, executives, the Board and external bodies.

Execution: plans, prioritises and delivers in a launch environment with many moving parts.

Integrity and Care: models the School’s values; treats safeguarding and fairness as non-negotiable.

Adaptability: at ease with the pace and breadth of a founding role.

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