Coed Glas Primary School Person specification (class teacher)

Transcription

1 Coed Glas Primary School Person specification (class teacher) Essential Desirable Qualifications Qualified Teacher Status registered with GTCW Good academic qualifications. Further qualifications in primary education. Experience Highly successful experience of delivering a differentiated curriculum to pupils with a wide range of needs. A balanced programme of relevant courses undertaken in the last three years. Professional knowledge, skills and understanding Personal qualities Knowledge and understanding of the National Curriculum in Wales. Knowledge and understanding of children s learning, development and progression. High standards and expectations for all in terms of learning and behaviour. Demonstrable evidence of pupils making good or better progress as a result of his/her teaching. Demonstrable evidence of a consistently high standard of teaching. Secure understanding of the principles of assessment for learning. Ability to teach Welsh as a second language. Ability to accurately assess children and differentiate effectively. Communicate effectively, honestly and sensitively with parents. Commitment to ensuring all children have access to exciting and effective learning and teaching. Dedicated to raising standards for all children through a vibrant, balanced and creative curriculum. Effectively use a range of teaching styles and draw on a wide range of pedagogical techniques. Ability to use ICT confidently and effectively to enhance learning. Ability to plan, organise and manage the teaching and learning of a class. Ability to effectively manage and direct the work of teaching assistants and other adults in the classroom Vigilant in all matters relating to safeguarding children s welfare and following Child Protection procedures Ability to work co-operatively with others. Reflective and willing to ask for help when needed Excellent interpersonal and communication skills Approachable A commitment to delivering a range of extracurricular activities Contribute to the professional development of colleagues Evidence of effective joint working with colleagues Provide support and advice to colleagues Ability to lead and contribute to the development of a particular curriculum area Participate in activities to further develop links with parents and governors Contribute to school selfevaluation and school improvement planning Brings personal interests and enthusiasms to the school community Willingness to engage with

2 Passionate about learning and teaching Displays warmth, care and sensitivity in dealing with children Open minded, self-evaluative and adaptable to changing circumstances and new ideas Able to enthuse and reflect upon experience Ability to work flexibly Ability to prioritise Willingness to learn and strive for excellence the opportunities for learning presented by the building and school grounds Demonstrate a commitment to environmentally-friendly and sustainable working Maintain a good sense of humour Willingness to be involved in the wider life of the school The information on this form will be the basis on which the applicants will be assessed for short listing purposes.

3 POST: Class Teacher SALARY/SCALE: MPS COED GLAS PRIMARY SCHOOL Roots to grow, wings to fly Job description Class teacher Post No. ED RESPONSIBLE TO: Sub-phase leader, Deputy Head teacher & Head teacher JOB PURPOSE: To carry out the duties of a school teacher as set out in the current School Teachers Pay and Conditions Document. To provide educational experiences of the highest quality for all children in your care. To continue to meet the required standards for Qualified Teacher Status or Post-Threshold standards (where appropriate). The range of duties listed describe the role of a class teacher, but do not replace such other duties that may be required, as laid down by the School Teachers Pay and Conditions Acts. All teachers will work within the framework of such legislation, as well as within LA and school policies and guidelines on curriculum and organisation. Specific variations will be made by negotiation with the Headteacher and Governing Body. The tasks and duties listed in section A below are required of all teachers. Those listed in section B are required of all teachers other than those in their first year of teaching. They relate to co-ordinating and leading developments in a number of areas of the curriculum, or phase. Staff have discussed and agreed the core values they feel are crucial in ensuring the full staff team work together positively and purposefully each day. Excellence Our goal is to achieve excellence in learning, teaching and provision. Respect We will respect the school, our colleagues, the children, their parents and visitors to the school. Responsibility We will all take responsibility for the success of the school. Each one of us has a vital role to play in supporting the children and each other. Co-operation We will work co-operatively as a team of staff for the benefit of each other and the children.

4 SECTION A: A class teacher is expected to: Teaching plan and prepare courses, schemes of work and individual lessons appropriate to the needs, interests, experience and existing knowledge of the children; teach a class, or classes, groups or individual pupils; set tasks to be undertaken by children both at school and elsewhere; have high expectations of the children, value and recognise the diversity of their abilities, and ensure that each child achieves his or her full potential; ensure that proper account is taken of any specific needs children have by reason of their gender, language or ethnicity and that appropriate provision is made for them; promote the social development and welfare of the pupils so that each child feels valued and enjoys learning. Monitoring and recording monitor and assess pupils' work regularly and following the school s marking and feedback policy; record their development, progress and attainment; provide or contribute to oral and written assessments, reports and references relating to the development and learning of individual pupils and groups of pupils. Ethos of the school maintain an ordered and caring environment in the classroom and around the school so that children achieve their potential and feel secure and valued; make pupils aware of their rights and responsibilities in respect of each other, the staff and the school community as a whole; take part in the corporate life of the school by, for example, attending assemblies, registering the attendance of pupils and supervising pupils before and after school sessions. Parents and Carers build and maintain a close partnership with parents; communicate with parents on pupils' learning and progress, drawing attention to special skills and talents as well as to problems or difficulties. Resource Management maintain an attractive and stimulating classroom; take responsibility for resources allocated to their own classroom; contribute to displays in the school as a whole; comply with the requirements of Health and Safety and other related legislation. Overall policy and Professional development take part in whole-school reviews of policy and aims, and in the revision or formulation of guidelines; evaluate, review and improve their own teaching methods, materials and schemes of work; keep up-to-date with current educational thinking and practice, both by reading and by attendance at courses, workshops and meetings; take part in appraisals and reviews of one's work arranged by the Headteacher.

5 Equal Opportunities help ensure that subject matter and learning resources reflect LA and school policies relating to equal opportunities in respect of race, gender and special needs; help ensure that these policies are implemented within the tasks and duties listed above. SECTION B: All class teachers (other than those in their first year of teaching) are expected to: Co-ordination share in the co-ordination of one particular sub - phase (Early Years, Upper FP, Lower KS2, Upper KS2); take responsibility for the co-ordination of a subject(s) or whole school area(s); assist in or take responsibility for the production, evaluation and review of such wholeschool policies, provision and guidelines as are appropriate to their phase and subject responsibilities. Model of good practice organise their class teaching in such a way as it sets high standards for other members of staff; Display organise and co-ordinate displays of children's work, so providing stimulus and ideas for colleagues, information for parents, and recognition of the children s achievements; Manage whole school displays relating to their subject areas. Monitoring Participate in sampling children's books or folders from time to time; check the appropriateness of the content, progression and continuity between and within classes and consistency in standards of presentation and learning. Resources advise the sub-phase leader on the requisition or purchase of appropriate books, learning materials and equipment; advise the sub-phase leader on the allocation of these resources within the school; ensure compliance throughout the school with Health and Safety and other related legislation for those resources appropriate to their areas of responsibility. Working with colleagues acquaint new members of staff and supply teachers with the school's policies and guidelines assist such colleagues in the practical implementation of those policies; lead in-service workshops, meetings and activities for members of staff. Liaison promote positive liaison and continuity between the four sub- phases

6 work in liaison with members of LA, Estyn Inspectorate, advisory and support services, other organisations, agencies and networks relevant to the teacher's specialism or subject, parents, governors and the local community. Practising Teacher Standards Teachers must meet the Practising Teacher Standards (PTS) at the end of the induction period and continue to meet them throughout their teaching career. Professional values and attributes 1. Appreciate the diverse needs of children and young people. 2. Value fair, respectful, trusting, supportive and constructive relationships with children and young people. 3. Have high expectations of children and young people in order to improve outcomes and well-being for all learners. 4. Value the importance of building positive relationships between home and school. 5. Value the active involvement of children and young people in their progress, development and well-being. 6. Value the active involvement of parents and carers in the progress, development and well-being of children and young people. 7. Value and celebrate the contribution children and young people make within their communities. 8. Appreciate and value the contribution that support staff and other professionals make to the learning, development and well-being of children and young people. 9. Be actively involved in professional networks and learning communities which share and test beliefs and understandings with colleagues and contribute to the wider development of the school and profession. 10. Value the improvement of practice through reflection and taking responsibility for continuing professional development. 11. Have high expectations with regard to Welsh-language development in the context of the bilingual nature of Wales. Professional knowledge and understanding 12. Maintain an up-to-date knowledge and understanding of the professional duties and responsibilities of teachers and the statutory framework within which they work. 13. Understand the national education policy context in Wales and the Welsh Government s national priorities for education, including an understanding of the principles of the Cwricwlwm Cymreig and how it should inform and shape their practice. 14. Use understanding of the expectations, organisational arrangements and pedagogical approach in the key stages or phases before and/or after the ones they teach to inform their practice and planning.

7 15. Understand the key factors that affect children and young people s learning and well-being. 16. Maintain an up-to-date understanding of their subjects/curriculum areas and related pedagogy in order to inform practice. 17. Understand their role in improving literacy and numeracy skills across the curriculum. 18. Maintain knowledge and learning in ICT to support teaching, learning and in their wider professional role. 19. Understand and apply the SEN Code of Practice for Wales to meet the diverse needs of learners. 20. Understand when appropriate and how to seek information, advice and support from internal and external sources including procedures on safeguarding. 21. Have a knowledge of a range of strategies and know how to use them to promote good behaviour and create a purposeful learning environment. 22. Understand how the United Nations Convention on the Rights of the Child and the Children and Young People s Participation Standards for Wales can be used to inform practice and improve learner outcomes. 23. Understand the expectations in the curriculum with regard to Welsh-medium provision and/or Welsh Second Language. Professional skills Planning and target setting 24. Set challenging teaching and learning objectives that are guided by informed expectations of individual learners based on knowledge of the expected standards of the relevant age group and the range and content of work appropriate to learners in that age group. 25. Use teaching and learning objectives to plan lessons, and sequences of lessons, which clearly show how learners knowledge, skills and understanding will be assessed. 26. Personalise learning in order to address individual needs including seeking the views of learners on what would help them achieve their potential. 27. Identify resources to support learning that will stimulate and motivate all learners to achieve desired outcomes. 28. Work effectively as a team member and collaborate with colleagues to plan work and establish targets. 29. Plan for support staff to be appropriately involved in supporting learning and ensure they understand the roles they are expected to fulfil. 30. Plan appropriate opportunities for children and young people to learn in settings beyond the classroom. 31. Manage and prioritise time effectively within their wider professional role. 32. Instigate and maintain effective communication with children, young people, and their parents/carers. Monitoring and assessment 33. Use a range of monitoring and assessment strategies, including both formative and summative assessment, to evaluate learners progress towards planned learning objectives, and use this information to improve their own planning and teaching. 34. Meet the assessment requirements and arrangements for the subjects/curriculum areas and phases within which they teach, including those relating to public examinations and qualifications.

8 35. Use monitoring and assessment to identify and support learners including: those with additional learning needs; more able and talented learners; learners working below age-related expectations; learners failing to achieve their potential; and learners with behavioural, emotional and social difficulties. 36. Involve learners in target setting and in reflecting upon and evaluating their performance. 37. Monitor and record learners progress and achievements to provide evidence of the range of their work, progress and attainment over time whilst taking account of the participation and views of the learner. 38. Provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement. 39. Provide colleagues, parents and carers with timely, accurate and constructive feedback on learners attainment, progress and areas for development using supporting records and other evidence. Teaching and managing learning 40. Establish and maintain effective learning environments where all learners feel safe, secure and confident. 41. Teach the required and expected skills, knowledge and understanding relevant to the needs of the leaner making appropriate use of relevant national guidance. 42. Make effective personalised provision in their teaching including taking practical account of diversity and promoting equality and inclusion. 43. Challenge instances of prejudice, stereotyping, bullying and harassment, in line with school policies and procedures. 44. Teach clearly structured lessons or sequences of work so that all learners understand and meet the intended learning objectives. 45. Employ appropriate teaching strategies which develop all learners capacity to work collaboratively and independently. 46. Build on the varying experiences, achievements and interests of learners to help them make progress. 47. Manage teaching and learning time effectively. 48. Manage the physical learning environment, equipment, materials, texts and other resources safely and effectively. 49. Employ appropriate teaching strategies to secure positive behaviour. 50. Employ appropriate teaching strategies to promote the well-being of children and young people. 51. Employ appropriate teaching strategies to promote good progress and outcomes for learners over a sustained period of time. 52. Use ICT effectively in teaching and learning. 53. Encourage learners to progress independently by providing activities or other out-of-school study which consolidates and extends work carried out in school. 54. Work co-operatively and collaboratively with other teachers and colleagues, including those from external agencies, to enhance the learning and wellbeing of those they teach. 55. Promote learners understanding of the bilingual nature of Wales and develop their bilingual skills as appropriate. Upper Pay Range teachers must continue to meet the following criteria as set out in the School Teachers Pay and Conditions document:

9 a) that the teacher is highly competent in all elements of the relevant standards; and b) that the teacher s achievements and contribution to an educational setting or settings are substantial and sustained.