Teacher Recruitment Pack.

Transcription

1 Teacher Recruitment Pack

2 Contents 1. Introduction from the Principal 2 2. Our Vision and Values 3 3. Our Sponsors 4 4. Core Curriculum Key Stage Core Curriculum Key Stage Facilities and the School Day 9 7. Real Life, Real Time Learning Entrepreneurship The Local Area Sustainable Travel The Leadership Structure of the UTC Teacher Job Specification Remuneration, start date and application process 19 1

3 1. Introduction from the Principal I am delighted by your interest in the post of Leader for Engineering at UTC@harbourside. We are a new University Technical College (UTC) for students aged 14 to 18. The College has been designed in partnership with local and national employers to ensure that students are provided with clear routes into jobs or further education and that they are ready for the world of work. We are sponsored by the University of Brighton, Lewes District Council and educational charity The Aldridge Foundation in partnership with lead employment sponsor Veolia Environmental Services Plc. We open in September 2015 for our first cohort of students from across Sussex into Years 10 and 12. The UTC is located alongside the River Ouse in Newhaven in a unique historic building, originally a marine workshop, now being transformed by a multi-million pound investment into an inspirational 21 st century learning environment. We will offer students an outstanding academic and technical education focused on science, technology, engineering, mathematics and computing. Our innovative curriculum will enable students to apply that learning to solve real-world problems. We will have a focus on marine and environmental engineering that plays a key part in the local economy. We aim to appeal to students that are motivated by STEM subjects, including young people who are not motivated by conventional schools. High levels of engagement with business and industry will provide students exceptional opportunities to develop the employability skills needed for an ever-changing world. Our whole approach to learning will embed an entrepreneurial mind-set enabling students to develop the attributes needed for success. Students will also benefit from an extended day and a 40-week teaching year. Our unique setting underpins the value we place in our environment and creating a sustainable future. Through their experience at UTC@harbourside we want every young person to leave us with the desire to use what they have learnt to make a real difference in the world in which they live. I hope that the information that I have provided will help you decide to make an application for this post. However, please do not hesitate to contact me at jonathanclarke@utcharbourside.org if you would like any further information, or to arrange an informal discussion. Yours sincerely Jonathan Clarke Principal 2

4 2. Our Vision and Values Vision To create an inspiring learning experience that is engaging, exciting and relevant to all students where: We will be a centre of excellence in science, technology, engineering, mathematics and computing, enabling all learners to achieve their full potential in an advanced technologically driven society Engineering will be the catalyst that enables students to apply what they have learnt and be creative Students will develop exceptional workplace skills through active engagement with industry professionals and the working environment We will develop an entrepreneurial mindset that underpins how students approach learning, enabling them to be successful in an ever-changing world Every student will use what they have learnt to make a real difference to the world in which we live Values Everyone will be passionate about learning and embrace the contribution that everyone can make Everyone will subscribe to the highest expectations of achievement and behaviour Every individual will be equally valued, will have a sense of respect and responsibility towards themselves, others and the environment Everyone will be committed to continuous improvement in everything that they do 3

5 3. Our Sponsors is sponsored by four partners The Aldridge Foundation, Lewes District Council, the University of Brighton and Veolia Environmental Services The Aldridge Foundation One of the Education Sponsors of is The Aldridge Foundation. The Aldridge Foundation was named British Council for School Environments Academy Sponsor of the Year 2011, and Education Investor Award s Academy Provider of the Year In its citation, the BCSE noted: The Aldridge Foundation has shown that as sponsors they are clearly focused upon providing a school which has true benefits for students and the wider local community. Rather than imposing a pre-determined solution and approach on academies, they work extensively within the local community to understand their needs and develop an academy to support them. This is demonstrated by the entrepreneurship specialism of Darwen Aldridge Community Academy which has been recognised as having a significant positive impact by unlocking the social capital of Darwen and providing a real community facility. The Aldridge Foundation is sponsor of five Academies in Darwen (Lancashire), Brighton, Portslade, Isle of Portland and Kensington as well as UTC@MediaCityUK in Salford, Darwen Aldridge Enterprise Studio School and a new Studio School, the Aldridge Centre for Entrepreneurship in London. Lewes District Council Lewes District is situated on the south-east coast of England in the County of East Sussex, covering 292 sq km of diverse environments and communities. Around half is within the South Downs National Park. Most of the 98,700 residents live in the five main urban areas of Seaford, Newhaven, Peacehaven, Telscombe and Lewes and there is a large and diverse rural community. Lewes District Council s attractive towns, villages, countryside and coast are not only important for their historic interest and natural beauty. They are also economic assets for tourism and the cultural industries. Lewes District Council s ambition At the heart of Lewes District Council lie their residents and their promises are: 4

6 An unswerving commitment to customer service To connect with the workforce and partners to inspire exceptional contribution To save money and where possible put money back into their residents and businesses pockets when they can. Their vision is to create One District One Council bringing them closer to the residents they serve looking confidently towards the future and honoring their past. Lewes District Council will achieve this by becoming more responsive to their residents and finding creative solutions to improve services. Lewes District Council will promote prosperity and enterprise in both town and country, improving skills and providing a wide choice of local work. As an organisation they aim to unlock the initiative, imagination and passion of employees at all levels, challenge the status quo, and go the extra mile to ensure that Lewes District remains a unique place that we all love and respect. Lewes District Council will go about their business with a clear sense of purpose and professional values based on fairness, integrity and pride. University of Brighton The University of Brighton is a strong and distinctive institution, founded on well over 100 years of growth and development. It makes major contributions both to the national system of university education and to its local and regional communities. Since university designation in 1992, the university has experienced a period of steady progress. Student numbers have grown from 11,000 to 21,300, and the number of academic awards made each year has increased from just under 3,000 to over 5,500. The five campuses in Brighton, Eastbourne and Hastings place the university in outstanding locations within easy reach of London and mainland Europe. External assessments of the quality of teaching and of graduate employment have ranked among the strongest in the country, and the 2008 national assessment of research found more Brighton staff working at international standards of excellence than in any other 'new' university. The University of Brighton prides itself on pioneering new approaches with innovative and relevant research that addresses issues and challenges they are facing in the 21st Century. 5

7 The university has cemented productive partnerships with the public service and local authorities, with business and industry, and with academic institutions regionally and internationally. The University of Brighton is committed to conserving, generating, transmitting and sharing knowledge locally, professionally and globally, with a focus on its application for social purpose. They offer a higher education that contributes critically to citizenship and to the public good. Their model of higher education is based on a spirit of enquiry and the active co-production of knowledge amongst staff and students, in learning, teaching and research. The university is committed to regional regeneration through education and is the lead sponsor of the Hastings Academy Trust which presently comprises the Hastings Academy, the St. Leonard s Academy and a number of feeder primary schools. Veolia Environmental Services Veolia Environmental Services is the leading recycling and waste management company in the UK. They provide commercial, industrial and local authority customers with sustainable recycling and waste services to minimise the impact on the environment, turning waste into a resource. Veolia Environmental Services is at the forefront of new technology and committed to staying ahead of the latest legislation with over 150 dedicated staff based in their European research and development facilities. They see their role as pivotal in securing a positive future for the environment and a benchmark for the industry. 6

8 4. Core Curriculum Key Stage 4 In Years 10 and 11, 60% of the week will be devoted to academic study and 40% to a programme of technical awards. Integrating and applying learning across both academic and technical areas is a key feature of the curriculum. English: As well as the vital importance of basic literacy, there will be specific emphasis on teaching technical skills required of the specialism and employers, including, for example, technical report writing, public communication and presentation skills. All students will study GCSE English Language, with the possibility of taking GCSE English Literature. Mathematics: This will be taught in the context of the specialism, with an emphasis on the application of mathematics to solving engineering related problems. All students will take GCSE Mathematics, with the possibility of studying GCSE Statistics. Science: Students will study four subjects selected from Physics, Chemistry, Biology and Computer Science as GCSE single awards. Languages: Students will have the opportunity to study conversational French as part of the extended curriculum. This will be applied through our strong educational links with France, in particular the Pablo Neruda Technical Lycee in Dieppe where we are planning joint projects, particularly in the field of engineering as this is the specialist area of the Lycee. Many local engineering businesses also have strong links with France and the rest of the EU. Humanities: GCSE Geography will be an option subject in our core offer. Students will engage in History in a number of ways, including through the development of industry and technologies with their social impact. History will also feature strongly in our SMCS programme. Technical Awards in Engineering: Students at KS4 will take technical awards, which will be a combination of integrated themes linked with Engineering, Engineer Design & Product Investigation, Engineering Electronics & Computer Controlled Systems and Engineering Materials and Manufacturing which will provide opportunities to link areas of learning to other core subjects, such as English, Mathematics and Science. This qualification will provide a range of units including a set of core technical skills developing students practical engineering skills, with opportunities to specialise in the following: Maintenance, Manufacturing, Product Design & Control Systems. PE: Students will spend one afternoon (approximately 2 hours) a week on PE and will have options that are not typically available in a conventional school setting, such as sailing and mountain biking. SMSC: Students will follow a programme covering SMSC and Careers guidance led by their tutors. 7

9 5. Core Curriculum Key Stage 5 Students in Years 12 and 13 will take an individually planned combination of technical and academic qualifications. Students will follow one of two progression routes: Level 3 - Students achieving 5 GCSE passes at A*-C, including English and Maths will progress to Level 3 and will study a portfolio of A-levels and/or Level 3 Engineering (single or double award) The core A-levels offered by the UTC will comprise Maths, Further Maths, Biology, Chemistry, Physics, Electronics, Design Technology and Computer Science. Technical Awards (BTEC or OCR) will be taken be students studying Engineering courses. Level 2 - Students not achieving 5 GCSE passes at A*-C, including English and Maths will study a fulltime Level 2 course in Engineering (equivalent teaching time to 4 GCSEs) as a way of gaining the skills needed to progress onto Level 3 courses. This will include GCSE English and/or Maths grade booster course. Mathematics at Key Stage 5 Regardless of the pathway taken, most students will continue to study Mathematics at an appropriate level in Key Stage 5, alongside other qualifications. This reflects the fundamental importance that employers and universities place on this subject. PE: Students will spend one afternoon (approximately 2 hours) a week on PE and will have options that are not typically available in a conventional school setting, such as sailing, mountain biking and scuba diving. Duke of York Technical Award and the Technical Baccalaureate All students will have the opportunity to attain a Technical Baccalaureate from the UTC if they achieve a suitable mix of qualifications. Students will also be expected to complete the Silver/Gold Duke of York Award for Technical Education based on their academic and technical achievements, completion of the necessary work experience and demonstration of having met the relevant core competencies and developed the appropriate higher-level entrepreneurial attributes. 8

10 6. Facilities and the School Day Campus: The UTC is being designed to provide a learning space that blends the historic nature of the listed Marine Workshops with state of the art facilities particularly in the areas of Science, Engineering and Computing. We are creating large flexible learning spaces with a business feel. This will include a business lounge area that can be accessed by members of the community as well as students and staff. Through the support of Lewes District Council, the area outside the UTC onto the river is to be developed, giving students access to a boardwalk pontoon area to support the curriculum and extracurricular activities. Environmental: Features that reflect our green specialisms are being designed into the building so that it can be used as a teaching tool. This includes the use of PV panels, for example, that might be used to monitor energy costs. Our approach to ICT will strongly encourage virtual working to minimize our physical impact on the environment. Engineering: The UTC will offer students a range of experiences from heavy engineering tools such as welding, milling and lathing to light engineering and electronics labs including 3D printers and CADCAM. ICT: We will have fast Wi-Fi access throughout the site, with cloud based storage of data, including our MIS to facilitate anytime, anywhere learning and assessment. There will be an emphasis on the innovative use of mobile and handheld technologies to enhance learning. Harbourside Café: Our Café will provide a contemporary international menu to be a match for any commercial venue. It will be both coffee shop and hot food restaurant. We will offer breakfast for those students wanting an early start. Our aim is for the Café to open at weekends for the whole community to enjoy. We expect that the facilities that we offer will enable local businesses to host events at the UTC, including the use of our Café. School Day and School Year: The UTC will operate an extended day approximately from 9am to 5pm to reflect a business environment. Students will work a 40-week teaching year, including two weeks work experience. 9

11 7. Real Life, Real Time Learning The creation of the UTC will aim to meet the needs of a wide range of young people, including those who will enjoy and benefit from a more vocational training route. The involvement of the University of Brighton and employers means that students will benefit from properly-assessed work placements and from a curriculum designed by experts in the field. Students will combine practice and theory, working towards qualifications that enable them to go onto higher education or apprenticeships. Through the development of an Employer Board including lead employer sponsor partners, associate partners and community partners, the UTC will ensure that employers are central to the development of the curriculum and are able to work closely with students to identify live industry related projects that form the basis of specialist curriculum delivery. The UTC curriculum delivery will be supported by the University s academic expertise and resources, and their wide existing partnerships with industry along the South Coast. The University s existing relationships with employers will also support the development and delivery of the new curriculum, knowledge exchange and CPD opportunities at both the University and the UTC to further support regional employers. In terms of curriculum delivery, there will be one intense Enterprise Challenge a term, based around a specific brief, provided by a key partner, offering students an intensive workshop based around a live industry brief and agreed outcome. Examples could include the production of a new environmental/marine control system, the fabrication of new products from waste materials or evaluation of a coastal engineering solution to waste disposal. By embedding the entrepreneurial mindset at the heart of UTC life we believe we can have a positive impact on the outcomes of all young people attending the college. The Aldridge Foundation has been developing these skills in its academies for the last 5 years. They are made up of a set of key behaviours - problem solving, creativity, risk taking, determination, team work and passion, which will underpin the UTC s approach to learning, using a tested competency framework. Entrepreneurship will be visible to all students, visitors and staff at the UTC by being clearly integrated into lessons and activities, use of the environment, the highlighting of the attributes through digital displays and all UTC documentation and through reward systems for staff and students. All Aldridge Foundation sponsored institutions now use an outcomes tool to track the impact of entrepreneurial behaviours on academic outcomes. The Creates Hubs are a key focus of entrepreneurship for The Aldridge Foundation. They combine a business incubation centre with a range of programmes, workshops and other activities to encourage and support entrepreneurial activity. It is anticipated that a number of start-up marine and environmental engineering companies will be housed in accommodation adjacent to the UTC in the medium to long term, providing direct access to work placements but supporting the growth of local industry through access to facilities and equipment within the UTC and University. Alongside its robust industry partnerships, the UTC will forge strong links with community organisations, general businesses, parents, local agencies, and the wider community to increase entrepreneurial activity in the local area. The UTC will be opened to 10

12 the community in various ways, and members of the community will be regularly invited to take part in various events. By opening doors in this way, the local and business community will also become more involved in entrepreneurial activities as they see the benefits they have brought to the young people at the college. The attention the UTC pays to social entrepreneurship (with a focus on the green economy) is important. UTC students will be encouraged to give back - through volunteering and through being encouraged to set up social and environmental enterprises that directly impact their local area. This will capitalise on the University of Brighton s experience of developing student and staff volunteering and community engagement through the University s Community University Partnership Programme (CUPP). 11

13 8. Entrepreneurship Our focus on entrepreneurship is something that all of our Trustees value, and in part stems from Aldridge Foundation founder Sir Rod Aldridge s personal conviction that A good education gives people skills and qualifications, and it instils confidence, along with preparing young people for the challenges of life. Everyone has the right to expect an exciting, engaging and relevant education, regardless of who they are, or where they live. At UTC@harbourside, entrepreneurship will provide context for the learning of core subjects and will be integrated into all areas of UTC life. We will focus on the development of entrepreneurial qualities, rather than only teaching business skills. These qualities include passion, determination, risk-taking, problem-solving, teamwork and creativity. This will feed into lessons, activities such as after school clubs, the rewards system and into work with the broader community. All students will have the opportunity to take part in entrepreneurialrelated activity within and outside of the formal curriculum. These will be based on a 'learning through doing' approach, ensuring that the real world is brought into the classroom, and the classroom is taken out into the real world. UTC@harbourside s educational sponsor, The Aldridge Foundation, currently sponsors five entrepreneurial academies around the country, with more academies and colleges in development. A good summary of the entrepreneurial approach, in Sir Rod s words, is that We don t think everyone should set up a business, although we want to help those that wish to. We do think an entrepreneurial mindset gives people the life skills to achieve whatever it is they want to achieve, and take control of their life. 12

14 9. The Local Area The UTC is in an area that is increasingly important as a centre for green businesses, sustainable recycling and energy generation. By specialising in marine and environmental engineering, the UTC will help to meet the known shortage of engineers for the future with the specialist skills and environmental awareness needed to support clean and green technologies such as wind farms and tidal energy generators. The site is in close proximity to the Port and a large number of manufacturing units, with excellent transport networks, including being an important gateway to Europe with the twice daily ferry to Dieppe. This gives an excellent opportunity to create a UTC that is fully integrated with the local network of small-to-medium sized companies who are undergoing a renaissance as part of the regeneration of the area. Veolia has made a substantial local investment in an energy from waste facility at the north end of the Port, and E.ON has recently announced that Newhaven Port is the location of its base plant which will host construction, operations and maintenance of its proposed 700MW offshore wind farm. The wind farm itself will attract a number of other significant engineering and support firms, including an engineering base for the chosen turbine supplier, and the offshore substation provider. These new investors in the area have all identified a regional, systemic shortfall in the skills required to develop their businesses, and the wider sector, in the long term. Against this backdrop, our priority will be to serve the needs and meet demand in the area, linking directly with the development of Newhaven as a regional centre for the growth of low carbon and renewable energy technologies. In doing so, we aspire to develop an educational centre of national interest, innovation and excellence in environmental and marine engineering. Whilst the number of people employed in manufacturing in Newhaven is three times the national average, the area has a large number of year olds who are not in education, employment or training. UTC@harbourside for Environmental and Marine Engineering will not only support economic growth by the provision of a better technically qualified workforce but will also forge closer partnerships between industry and education. 13

15 10. Sustainable Travel The location of the UTC at Railway Quay, across the road from Newhaven Town Railway Station and the new bus interchange is designed to promote the use of public transport as the main method of travel to school and work. All staff and students will be encouraged to adopt environmentally friendly methods of travel. There will be an expectation for all staff to promote the importance of environmentally friendly travel as an integral part of the ethos of the UTC. The only on-site parking are three disabled car-parking bays, together with a number of cycle racks. However, the UTC is well served by public transport from the major population centres of Brighton, Lewes and Eastbourne. The main public travel options are by train or bus. Direct trains operate to Newhaven from Brighton and Seaford and run twice an hour. Train travel is also practical from Eastbourne and Hastings in the east and Haywards Heath in the north (both routes via Lewes). The frequency of these trains is similar to direct trains from Brighton. Bus routes from Brighton to Eastbourne via Rottingdean, Saltdean, Peacehaven, Newhaven, Denton Corner, Seaford, Exceat and East Dean are stopping in Newhaven six times an hour. Other buses stopping in Newhaven run from Hangleton to Newhaven via Grenadier Hotel, Woodruff Avenue, Seven Dials, Brighton Station, Churchill Square, Old Steine, White Horse, Longridge Avenue, North Peacehaven, the Meridian Centre and Sutton Road once an hour. 14

16 11. The Leadership Structure of the UTC Senior Leadership Team (SLT) The leadership team of the UTC will consist of the Principal, Vice Principal and Leaders for Science and Engineering. Collectively the SLT will be responsible for shaping the whole educational experience of students in a new school, together with developing a highly innovative approach to learning and a curriculum that engages with employers and develops workplace skills and key entrepreneurial attributes in our students. All members of the leadership team will be at the forefront of teaching and committed to the highest achievements for everyone, together with holding a range of whole school roles and responsibilities. From the outset the SLT will: Ensure that all statutory expectations in relation to UTCs are fully met Set the highest standards of achievement and behaviour for all students 15

17 All members of the SLT will have a track record as innovative and outstanding teachers and subject leaders. The senior leadership team forms a key part of the leadership structure of the UTC and is illustrated in the following table: Strategic Partners: Pablo Neruda Lycee, BACA, etc Partner Employers Governors Wider Community e.g. Sussex Schools Principal Vice Principal & Leader for Mathematics Leader for Engineering and Science Business Management & Administration Subject Leaders & Key Stage Leaders Technical Services & Facilities Management Teachers Catering Learning Support Cleaning *Learning support assistants, where appointed will be line managed by Vice Principal (T&L) in their role as SENCO. As the UTC grows then designation of a separate SENCO post holder will be made when it is justified to do so. **As the business management role is outsourced this will limit the capacity for this person to join the SLT, or to line manage UTC staff. 16

18 12. Teacher Job Specification All teachers will: Subscribe to our vision and values Implement all UTC policies Accept appropriate accountability for the achievement and behaviour of students Promote the general well-being of students, with particular regard to safeguarding expectations Teaching & Learning responsibilities: To plan and teach lessons that meet the needs of all their students To ensure learning is engaging, exciting and applied to the real world To implement appropriate strategies to positively manage behaviour in lessons To contribute to medium and long term planning, subject planning and integrated curriculum activities, including challenge projects To promote high standards of literacy and numeracy To assess, record and report student progress and attainment To participate in the performance management process To attend staff and parent meetings in accordance with the college calendar To carry out break and lunch duties as required To carry out the role of a group tutor, including personal development and curriculum To set cover work for planned absences To cover lessons for absent colleagues, if required Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified in the responsibilities described above. The College will endeavour to make any necessary reasonable adjustments to the job and the working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition. 17

19 Person specification Qualifications/Experience Good Degree Qualified Teacher Status Post 16 teaching experience Knowledge An up-to-date knowledge of curriculum developments in your area Knowledge of the full range of teaching & learning strategies Personal Qualities An effective classroom teacher Team player Good ICT skills Excellent interpersonal skills Energy and enthusiasm Well organised Sense of humour Positive can-do approach and able to think outside the box High expectations of students Good health and attendance 18

20 13. Remuneration, start date and application process Competitive salary: Based on experience Selection timetable Closing date for applications: Wednesday 15 th April at 10am Start date: 1 st September 2015* *Due to the unique nature of the role the appointed candidate will be invited to attend up to 5 days training in advance of this appointment. This will be through a combination of paid release days from their current school (if applicable) together with a number of holiday days where the successful applicant will be paid a daily rate of 200. Further information: If you would like a confidential and informal discussion about this post please jonathanclarke@utc-harbourside.org. How to apply: Please submit an application form. This includes a section for a personal statement, which should be addressed to Principal Jonathan Clarke. Please note that we do not accept any CVs or supporting documents, all information relevant to your application should be included on the application form. Your application should include full contact details (address, daytime, home and mobile telephone numbers where applicable and addresses) and details of two referees. For each referee please provide names, position, organisation, telephone numbers and addresses where known. One of these must be your current/recent employer. If you do not wish us to contact referees at this stage please make this clear. Please return your electronic completed application to Anna Goedeke. info@utc-harbourside.org Alternatively, please return a hard copy to: Anna Goedeke The Aldridge Foundation First Floor Swan Gardens 10 Piccadilly London W1J 0DD All appointments are subject to satisfactory references. UTC@harbourside is committed to the safeguarding and promoting the welfare of all children and young people and expects all staff to share this commitment. An enhanced CRB will be required. 19