Content. Vision, Values and Ethos Page 3. Testimonials Page 4. Department Profile Page 5. The Application Process Page 6. Vacancy Advert Page 7

Transcription

1 Science Assistant Faculty Leader Permanent Full Time TLR2b Starting Autumn Term 2018

2 Content Vision, Values and Ethos Page 3 Testimonials Page 4 Department Profile Page 5 The Application Process Page 6 Vacancy Advert Page 7 Letter from the Headteachers Page 8 Job Profile Page 9-11 Person Specification Page

3 Vision, Values and Ethos The shared vision and values of the Trust underpins all that we do, including the governance arrangements for the Trust. Our Vision Valuing Everyone, Achieving Excellence Our Motto Work Hard, Be Kind Our goals The goals of our trust: Outstanding levels of progress and achievement for all Outstanding levels of wellbeing for all Outstanding preparation for adult and working life Outstanding family and community engagement Outstanding levels of professional learning for all Progress Outstanding levels of progress and achievement for all: All students within the trust make the outstanding levels of progress in relation to their own starting points Wellbeing Outstanding levels of wellbeing for all: The ethos of the trust secures for all the highest possible levels of health and happiness and of physical, social, emotional, cultural, moral and spiritual welfare and development. This contributes to securing the highest levels of achievement and progress Preparation Outstanding preparation for adult and working life: All students achieve increased responsibility and leadership for the conduct of their lives and learning, supporting their broader development as resilient, creative individuals, active citizens and enterprising workers in the society within which they live. Community Outstanding family and community engagement: The trust makes highly effective contributions to increased social capital, with the school and its communities becoming mutual providers of resources, expertise, employment and learning experiences, each to the other, it is a learning community with effective local, national and international networking at all levels. Professional Learning Outstanding levels of professional learning for all: The social capital of the trust is highly developed through a relentless focus on professional learning. All members of the staffing body feel highly valued and invested in so that they can have the highest impact on the student body. The freedom to debate learning and teaching and to invest in research based enquiry is the cornerstone of the trust. Informed by Schools of Tomorrow 3

4 Testimonials Extract taken from correspondence, following a tour of the school by a prospective parent (April 2016): I would just like to say thank you for the time spent with me today on my tour of the campus, and state how impressed I was with the school. There seems to be a very calm, relaxed and organised approach to how the school operates, and I believe that obviously shows in the way your students behave. Written comments from parents following Year 9 Progress Evening (2017): My child always talks positively about school to other children the same age, which I think is a good indicator that he is enjoying school Welcoming, approachable, friendly and knowledgeable staff. Written comments from parents following Year 11 Progress Evening (2017): The teachers have pride in their teaching and in the pupils progress. They really care and are prepared to go the extra mile to support the students. My son seems to have progressed so well in most subjects. I feel this is due to good relationships he has been able to form with teachers and the standard of the lessons. Written comment from parent at the end of KS5 (2016): This is my final parents evening after my youngest daughter is coming to the end of her years at GCE. Thank you for very happy years for my three daughters and for their excellent education! Thank you from parent of ex-student taking up a place at Cambridge University (2013): To all the staff at Brookvale Groby Learning Campusl. My son has just started at Cambridge University studying Engineering. It was his ambition to go there and this summer, he achieved the grades he needed. We want to acknowledge the great teaching and support he received during his time with you. He progressed well academically, but also grew so much in maturity and confidence. With thanks to you all for your hard work and dedication. Extract of letter from staff member: I have thoroughly enjoyed my time on campus. It has been a real pleasure working with staff who are always friendly, extremely supportive and willing to share ideas and knowledge. I have really appreciated having a senior leadership team which is so warm towards its staff and open to their comments and new ideas. The children I have taught have made me smile, laugh and cry! I will miss my relationship with them and that buzz you get from seeing them progress. It does, however, give me great satisfaction to think that I have put into place schemes of work for pupils and created learning opportunities for them which should continue even after I have left. I am sad to leave a post which I still love. Once more, thank you for all of your support and kindness. 4

5 Science Faculty The Brookvale Groby Learning Campus is a highly successful educational organization created from the integration of two schools on the same site. Brookvale High School is an outstanding school and Groby Community College is a upper school graded good with outstanding features in its last Ofsted. Together, the campus meets the educational needs of 1600 students with approximately 370 in our Post 16 centre. On 1 April 2017 our two schools formed a Multi Academy Trust together. We have a strong ethos of valuing everyone and achieving excellence for all. We set very high standards for our students and ourselves, we work hard, we look after each other, and we are committed to professional learning for all staff. We have a spacious semi-rural campus location and most of our students live in the surrounding villages with some travelling from Leicester and its western suburbs. The Science Faculty is dynamic and high performing and has entered a successful new phase as an integrated faculty led by Faculty Leader, Helen Hawke. We have a cluster of fully equipped labs in both buildings, supported by prep rooms and science technicians. Rates of progress at KS3 are very good and results have been consistently high at both KS4 and KS5 over the last few years. Students are able to study triple or combined science at GCSE, with progression routes to A Level Biology, Chemistry, Physics and Applied Science. The science team consists of teaching staff and technicians who are all committed to working together to ensure students have the best experience possible. We are a friendly and supportive faculty with high expectations of ourselves, the students and the work that they produce. 5

6 The Application Process Complete application should be returned to Or by post to F.A.O. Elaine Freeman Brookvale Groby Learning Campus Ratby Road Groby Leicester LE6 0FP Documentation via will be sent to shortlisted candidates with details of the interview process. Queries If you have any queries on any aspect of the application or need additional information please contact Elaine Freeman, PA to the Headteacher on Thank you. 6

7 The Role Science Assistant Faculty Leader Full Time TLR2b from September 2018 Required from September 2018, we are seeking to appoint an enthusiastic, committed, inspiring and well qualified Science Assistant Faculty Leader. We would like you to teach across the age range in the first instance, and to have responsibility for Key Stage 3 within the Faculty. A Level teaching is also available subject to expertise and experience. Visits to the campus are very welcome. Job Descriptions and further information are available on our website For further information or to arrange an informal discussion/tour of the campus please contact Elaine Freeman on or efreeman@brookvalegroby.com Closing date: 9am, Wednesday 14 th March 2018 Interviews: The following week The Brookvale Groby Learning Campus is committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. Applicants must be willing to undergo appropriate child protection screening, including checks with past employers and the Disclosure and Barring Service. 7

8 March 2018 Dear Colleague SCIENCE ASSISTANT FACULTY LEADER, TLR2b Thank you for your interest in the above post. The post holder will be an Assistant Faculty Leader within our Science Faculty, and will also have responsibility and accountability for science outcomes at Key Stage 3. We are looking for a successful science teacher who has the ability, drive and commitment to become a great leader as well. You will be someone who is passionate about giving young people enhanced life chances through your teaching and leadership, and who is up for the challenge of making sure that our science provision and outcomes at Key Stage 3 are second to none. This will mean that science learning at Key Stage 3 will be informed by students experiences at Key Stage 2, will be challenging, effective and enjoyable, and will be excellent preparation for enhancing outcomes at GCSE and beyond. We encourage all potential applicants to visit our campus. Please complete an application form and write your letter of application on no more than 2 sides of A4 typed, addressed to Katie Rush and Robert Coles, and ed to: efreeman@brookvalegroby.com by 9am, Wednesday 14 th March Interviews will be held the following week. We look forward to hearing from you. Yours sincerely Katie Rush Headteacher Brookvale High School Co Director BGLC Robert Coles Headteacher Groby Community College Co Director BGLC 8

9 Job Profile Science Assistant Faculty Leader - TLR 2b Post title & grade Job purpose To support the Faculty Leader with the development of teaching, learning, educational outcomes, the personal development, well being and behaviour of students within the faculty To take responsibility for Key Stage 3 within the faculty, under the direction of the Faculty Leader To whom the The postholder is responsible to the: postholder Line Manager (Faculty Leader) reports to Headteacher in all matters Relevant member of the leadership team in respect of pastoral matters The persons line The postholder is responsible for: managed by the Supporting the Faculty Leader with the line management and supervision of teaching postholder staff within the Curriculum Area Where appropriate the supervision of support staff within the Curriculum Area Supporting the Faculty Leader with the coaching, mentoring and development of all staff within the Curriculum Area Duties and Responsibilities: Standard Teacher responsibilities To undertake teaching commitments in a Curriculum Area in accordance with curriculum specific to the and timetable requirements across all years on campus post To teach other subjects as and when required by the needs of the timetable and as directed by the Headteacher. This will be negotiated in accordance with the skills of the teacher Prepare students effectively for qualifications and external examinations To fulfil the roles and responsibilities of tutor to a vertical group of students and support students on an individual basis through academic or personal difficulties. To act as a mentor to specific members of the tutor group in order to raise achievement To take responsibility for personal CPD and to participate in campus and external CPD activities by negotiation To undertake all of the requirements laid down by the campus Performance Management Policy To participate in faculty/department and house meetings To lead faculty CPD meetings with a KS3 focus as agreed with the CL To participate in parental consultation/student progress evenings as well as the annual target setting evening with Year 10 and 11 To carry out supervision duties in line with campus arrangements To fulfil the Professional Standards 2012 as laid down by the DFE: Set high expectations which inspire, motivate and challenge students safe and stimulating environment. Set goals and challenge students of all abilities and backgrounds. Demonstrate positive attitudes, values and behaviours Promote progress and outcomes by students - accountable for attainment, progress and outcomes Demonstrate good subject and curriculum knowledge including literacy and numeracy Plan and teach well structured and engaging lessons including setting regular homework as per campus policy. Selecting and using a range of different learning resources and equipment, including ICT and where possible the use of interactive whiteboards 9

10 Specific Responsibilities and Duties Adapt teaching to respond to the strengths and needs of all students including differentiation / needs of SEN students Make accurate and productive use of assessment use data / accurate marking / give feedback to students on how to improve / maintaining records of students' progress and development Manage behaviour effectively establish rules / routines. Promote positive behaviour. Have high expectations Fuller wider professional responsibilities promote a positive contribution to the ethos of the campus. Develop own CPD KNOWLEDGE AND EXPERTISE: Continue to develop an excellent subject knowledge Be a good and/or outstanding teacher who can act as a leading professional within the Curriculum Area Continue to develop an excellent knowledge of and enthusiasm for teaching pedagogy and practice, including assessment Have good knowledge of coaching and mentoring Be a good communicator who is able to hold staff to account for their teaching standards in collaboration with the Faculty Leader DEVELOPING A VISION AND SHAPING THE FUTURE: Support the Faculty Leader in the development of an outstanding faculty in terms of teaching and learning, assessment and outcomes for all young people, with a particular focus on disadvantaged students Support the Faculty Leader to develop and lead improvement plans in order to realise the vision LEADING AND DEVELOPING A HIGH PERFORMING TEAM: Lead the development of learning at Key Stage 3 through the production of schemes of learning and resources, under the direction of the Faculty Leader Support the Faculty Leader to lead and develop a high performing team of teaching and support staff within the area that raises aspiration and achievement Model and encourage effective team behaviours to support the above Support the Faculty Leader to identify professional development needs for both the team and individuals and seek opportunities to address these needs Deputise for Faculty Leader in their absence LEADING LEARNING WITHIN THE CURRICULUM AREA: Support the Faculty Leader in evaluating the quality of learning and teaching across the faculty Support the Faculty Leader to identify areas for development for teaching staff within the area and support the development of learning through use of faculty meetings, coaching and individual staff development plans as well as through Performance Management Support the Faculty Leader to manage teaching staff absences and cover to ensure that students still experience high quality learning ENSURING ACCOUNTABILITY: Support the Faculty Leader in developing a culture of accountability within the team to ensure that teachers have ownership of progress, achievement and attainment of the students in their classes Support the Faculty Leader to lead accountability for student engagement and behaviour within the area, including the use of rewards and sanctions according to campus and faculty policy TRACKING AND INTERVENTION: Support the Faculty Leader to ensure effective assessment of learning is taking place within the area Maintain tracking systems for aspects of the faculty which inform campus assessment 10

11 UPS Responsibility (if applicable) Generic duties and responsibilities and data collection procedures as delegated by the Faculty Leader Track and monitor student performance within aspects of the curriculum area, including analysis of Key Stage 3 assessment / examination results as delegated by the Faculty Leader Support the Faculty Leader to identify causes for concern and put in place appropriate intervention to raise achievement COMMUNICATIONS: Support the Faculty Leader to develop and maintain appropriate routes of communication with students, staff and parents Support the Faculty Leader to ensure that high quality, stimulating learning focused display is maintained in classrooms and corridors within the curriculum area Support the Faculty Leader to maintain current curriculum information on the campus websites, and promotional material for the faculty in newsletters etc DAY-TO-DAY MANAGEMENT OF THE CURRICULUM AREA: Support the Faculty Leader to develop and maintain a Quality Assurance File for the area Support the Faculty Leader to maintain the smooth day-to-day running of the area, including oversight of staff absence and cover SPECIFIC DUTIES: TO BE AGREED ON APPOINTMENT The expectation is that colleagues at the Upper Pay Spine (UPS) level should be consistently demonstrating a quality of teaching over time (progress of learners / standards of teaching, learning and assessment) which is at least consistently good in order to be a leading professional on the campus UPS holders should contribute to the professional development of colleagues through coaching, mentoring, demonstrating effective practice, providing advice and feedback and whole campus INSET Other responsibilities to be determined by the Headteacher and Line Manager or as part of TLR responsibilities To work within the framework of national legislation and in accordance with the provisions of the School Teachers Pay and Conditions Document. In addition the post is subject to compliance with: Campus policies and guidelines on the curriculum and school organisation County policies National Standards for teachers National Standards for Subject Leaders The Conditions of Service for School Teachers in England and Wales and with locally agreed conditions of employment Common core of skills and knowledge for the children s workforce The duties and responsibilities detailed within this job description should be supplemented by those accountabilities, roles and responsibilities common to all classroom teachers, as set out within the School Teachers Pay and Conditions Document Brookvale Groby Learning Campus is seeking to promote the employment of disabled people and will make any adjustments considered reasonable to the above duties under the terms of the Equality Act 2010 to accommodate a suitable disabled candidate. This post is eligible for a DBS check under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (i.e. it involves certain activities in relation to children and/or adults) and is defined as regulated activity under Part 1 of the Safeguarding Vulnerable Groups Act Therefore a DBS enhanced check for a regulated activity (includes a barred list check) is an essential requirement. 11

12 Personnel Specification Qualifications Degree or equivalent in a relevant subject Qualified teacher status (QTS) Teaching ESSENTIAL DESIRABLE ESSENTIAL CRITERIA Assessed By App App Willingness to teach across the age range. A good or outstanding teacher with a record of successful and effective teaching in Science. A clear understanding of different teaching styles and pedagogy. A proven track record of delivering good outcomes and raising achievement in Science. App/ App/ App/Int App/ Training & Experience Experience of teaching across at least two key stages within the age range. Proven commitment to own professional development. Evidence of recent relevant CPD. Experience of teaching App/ App/ Knowledge of: current curriculum development/content at either KS3, GCSE, or A Level in Science. strategies for raising achievement and attainment. quality assurance process, self-evaluation and improvement planning. meeting the needs of all students. assessment, data analysis and target setting. progression and employment routes beyond each Key Stage. working with partners and the local community. recent inspection evidence and classroom research and its use to inform and improve teaching and learning. App/Int App/Int App/Int App/Int Int App/Int 12

13 Skills, attitudes and qualities: Ability to develop an understanding of unfamiliar key stages in a secure and speedy way Outstanding interpersonal skills and the ability to develop good working relationships with colleagues across the campus The ability to lead teams and individuals effectively Excellent verbal and written communication skills The ability to relate well to students, parents and governors Ability to motivate and enthuse students of all abilities and backgrounds Willing to work in an inclusive way to support all students to achieve their potential Willing to contribute actively to the extended support programme be that through lunchtime, after school or holiday provision A high level of professional credibility Self-confidence, personal impact and presence A willingness to dress and present oneself as a professional, in line with the ethos of the campus High levels of commitment, enthusiasm and motivation Positive, resilient, reliable and a good sense of humour App = Application Form Int = Interview Ref = Reference 13