MATHS Required September 2017/January 2018

Transcription

1 St Martin s School Hanging Hill Lane Hutton Brentwood ssex CM13 2HG Tel: NOR: 1768 including 369 A-Level students Headteacher: Mike O Sullivan MATHS Required September 2017/January 2018 Main or Upper Pay Scale includes London Fringe Allowance ( 1080) p.a OFSTD Outstanding in all categories. "Students attitudes to learning are excellent. They come to school ready to learn and take a full and active role in the life of the school." 2015 St Martin s School is the highest attaining comprehensive school in ssex at GCS with the best combined three levels of progress in nglish and maths % of students achieved C grade in both nglish and maths. Average 24 students per class 44% of students gained A* to B at A Level 77% gained 5 A* to C (inc nglish/maths) Very popular: 1142 applications for 292 year 7 places All staff are provided with a school laptop Applications from NQTs are highly welcome Accelerated career progression available through the teachers main scale for experienced and/or outstanding teachers On-site subsidised accommodation currently available Applications are equally welcome from experienced teachers or NQTs. Previous applicants need not apply It is our policy to only recruit staff to permanent positions via a direct application, not through an agency placement. Application pack available from Mrs Varty, H R Officer: or evarty@st-martins.essex.sch.uk. The Governing Body is committed to safeguarding our students against radicalisation and extremism and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment. Closing date: Thursday 15 June 2017

2 JOB DSCRIPTION SCHOOL: DPARTMNT/FACULTY: JOB TITL: RSPONSIBL TO: RSPONSIBL FOR: St Martin s, Brentwood Mathematics Faculty Teacher of Mathematics Head of Mathematics Faculty A Subject Group DUTIS: As referenced in The Teachers Pay and Conditions Document 2016 PARTICULAR DUTIS: Class Teaching Teaching: 1.1 Set high expectations which inspire, motivate and challenge students establish a safe and stimulating environment for students, rooted in mutual respect set goals that stretch and challenge students of all backgrounds, abilities and dispositions demonstrate consistently the positive attitudes, values and behaviour which are expected of students. 1.2 Promote good progress and outcomes by students be accountable for students attainment, progress and outcomes be aware of students capabilities and their prior knowledge, and plan teaching to build on these guide students to reflect on the progress they have made and their emerging needs. demonstrate knowledge and understanding of how students learn and how this impacts on teaching encourage students to take a responsible and conscientious attitude to their own work and study. 1.3 Demonstrate good subject and curriculum knowledge have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students interest in the subject, and address misunderstandings demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard nglish, whatever the teacher s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 1

3 1.4 Plan and teach well structured lessons impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children s intellectual curiosity set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding students have acquired reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 1.5 Adapt teaching to respond to the strengths and needs of all students know when and how to differentiate appropriately, using approaches which enable students to be taught effectively have a secure understanding of how a range of factors can inhibit students ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support students education at different stages of development have a clear understanding of the needs of all students, including those with special educational needs; those of high ability; those with nglish as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 1.6 Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure students progress use relevant data to monitor progress, set targets, and plan subsequent lessons give students regular feedback, both orally and through accurate marking, and encourage students to respond to the feedback. 1.7 Manage behaviour effectively to ensure a good and safe learning environment have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to students needs in order to involve and motivate them maintain good relationships with students, exercise appropriate authority, and act decisively when necessary. 1.8 Fulfil wider professional responsibilities make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to students achievements and wellbeing. 2

4 MAIN ACTIVITIS ATTRIBUTABL TO TH PARTICULAR DUTIS 1. PRINCIPAL RSPONSIBILITIS Under the direction of the Head of Department (a) (b) To contribute to the teaching of the Mathematics Faculty. To participate in the development of appropriate syllabuses, materials and schemes of work. 2. GNRAL DUTIS (a) (b) (c) To carry out a share of supervisory duties in accordance with published rosters. To participate in appropriate meetings with colleagues and parents relative to the above duties. To be Form Tutor of an assigned form and to carry out related duties in accordance with the general job description of Form Tutor. NOTS 1. The above responsibilities are subject to the general duties and responsibilities contained in the statement of Conditions of mployment. 2. This job description allocates duties and responsibilities but does not direct the particular amount of time to be spent on carrying them out and no part of it may be so construed. In allocating time to the performance of duties and responsibilities, the postholder must have regard to the Teacher s Pay and Conditions Document This job description is not necessarily a comprehensive definition of the post. It will be reviewed at least once each year and may be subject to modification or amendment at any time after consultation with the holder of the post. The duties may be varied to meet the changing demands of the school at the reasonable discretion of the Headteacher. This job description does not form part of the contract of employment. It describes the way the postholder is expected and required to perform and complete the particular duties as set out in the foregoing. DAT OF ISSU: MAY

5 Person Specification POST: MATHS DAT: Recruitment and Selection Policy Statement The Governing Body will ensure that all staff, job applicants, and students seeking admission to the school do not suffer direct or indirect discrimination on the grounds of sex, race, age, disability, sexual orientation, marital status, religion or belief, and are not disadvantaged by any other condition or requirement which cannot be shown to be justifiable. CRITRIA STANDARD /D MASURD BY Qualifications A graduate in a relevant discipline To hold a teaching qualification that is recognised by the Df To have evidence of continuing and recent professional development relevant to the post, if appropriate Teaching experience to date is high quality and sustained Knowledge Knowledge of subject across all key stages /Interview Skills Ability to produce accurate work to tight deadlines under pressure Ability to communicate clearly in writing and orally to a variety of audiences / Interview Ability to be able to deal sensitively with pastoral issues relating to staff and students Lesson observation ICT skills that reflect the impact of technology in today s classrooms / Interview Attitude Commitment to the St Martin s School vision /Interview

6 TH MATHMATICS FACULTY There is a good balance of experienced and recently qualified staff, representing a great source of shared purpose. We share a faculty team room which has a fridge, kettle, microwave and toaster where we chat informally on a daily basis about professional and social matters. Through regular formal faculty meetings and informal discussion we develop a shared purpose with all team members contributing to policy and the creation of new resources. We support each other, share a good rapport and work with each other well leading to a happy, committed and hard-working faculty. The faculty is fully committed to the professional development of the individuals within the team. All members of the team have an annual meeting with the HOF to discuss their needs and their future so that appropriate training can be offered. One to one mentoring is in place for all newly qualified teachers. New staff are supported so that they settle in well. In-faculty training occurs regularly and good practice is shared. Whole school training, external training and networking are also in place. The Mathematics Faculty strives to deliver good quality lessons which use a variety of resources and teaching methods. We deliver lessons which involve pace and rigour. We all share good subject knowledge and a love for Mathematics which we try to pass onto our students. We offer support and extension material in all our lessons to cater for all of our students. Our aim is that all students leave St Martin s with the best Mathematics education they could have received. The faculty comprises of 15 full or part time staff. We all work in specialist rooms each equipped with an OHP, a computer and a fitted ceiling projector. Smartboards are fitted in every Mathematics room. In September 2014 a brand new Maths block opened housing six new rooms to add to our existing six. We have one classroom equipped with 15 computers which is used by faculty members when needed. We also have sets of laptops for use with classes and will shortly be receiving a class set of ipads The faculty is forward thinking and continually looks to update the resources provided for students. All students are placed into sets from year 7. There are 12 sets per year group with a maximum class size of 27. Progress from year 7 to 11 is monitored every half term with a faculty set assessment which is either leveled (KS3) or graded (KS4). Set movements take place when appropriate throughout the years. Progress at KS5 is also monitored on a half termly basis. We offer dexcel GCS Linear Mathematics and dexcel AS/A2 level in Mathematics and Further Mathematics. GCS Statistics is taught in a twilight session to students in year 11. GCS Statistics or Additional Mathematics is taught to the top set students in year 11. The Governing Body is committed to safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment.