Learning Coach (Lead for Project Based Learning)

Transcription

1 Job Description & Person Specification Learning Coach (Lead for Project Based Learning) IS THIS POST RIGHT FOR YOU? Would you like to teach in a brand new innovative school of c300 students? Would you be motivated in a school where small class sizes and personalised approaches to learning enable you to effectively challenge all students to reach their potential? Would you appreciate flexibility in taking some annual leave outside of traditional school holidays? Are you an outstanding teacher looking to make a significant contribution to a team of pioneers establishing the Black Country s first and only Studio School? Are you ready for this new challenge starting in September 2013? DO YOUR VALUES AND VIEWS MATCH OURS? You recognise the value and contribution of others. You believe many young people achieve the best they can through hands on practical learning collaborating in teams and groups. You assume professional and personal responsibility for the success of projects, initiatives and ultimately the school itself. You believe personalised learning transforms education for young people. You are confident in sharing your views and experiences with others and open to receive the views and experiences of others. You embrace new ideas in the pursuit of educational excellence and provide an aspirational environment for young people. You believe young people should be challenged with high expectations and cared for in a family environment that promotes respect for each other and the wider community. 1

2 JOB TITLE: SCALE: LOCATION: RESPONSIBLE TO: Learning Coach (Lead for PBL) UPS or Leadership Scale for Outstanding Candidate Walsall Principal / Assistant Principal MAIN PURPOSE OF THE JOB 1. To take a lead in developing, planning and delivering effective and high quality learning experiences for all students, supporting colleagues in the delivery of the unique Studio School curriculum. 2. To support NQT s and teachers developing their understanding and practice in project based learning. 3. Be accountable for the learning and achievement of all students undertaking instruction. 4. To be responsible for the delivery of the National Curriculum within the context of the studio school curriculum and contribute subject expertise. MAIN RESPONSIBILITIES 1. To deliver the national curriculum through innovative exciting themed enterprise projects as well as tutorials and projects using your subject specific knowledge and skills to plan, prepare and deliver instructional activities which facilitate active learning experiences. 2. To deliver vocational specialisms at KS4 and KS5 using live briefs (real projects from industry) to develop unique learning opportunities for students. 3. To ensure that there is a focus on the CREATE skills framework and that these are mapped across and reinforced throughout lessons. 4. To ensure that personalisation of learning lies at the heart of delivery by fostering a mentoring and coaching approach that enables students to tailor the curriculum to their individual needs and aspirations - in order to develop their personal and employability skills. 5. Be confident and willing to develop your teaching expertise to contribute to more than one subject. 2

3 MAIN RESPONSIBILITIES (CONT.) 6. Shape and deliver projects and tutorials within and beyond your direct specialism (linking to the wider specialisms of the school and sixth form). 7. Use your subject specific knowledge to provide guidance to all other learning coaches on how to adapt and deliver the projects to deliver the Studio Schools Curriculum. 8. Act as a specialist or leader for one or more subjects, using this to inform project development and student assessment within the whole staff team. 9. Work in collaboration with Personal Coaches to assess student attainment, progress and needs. 10. Provide high quality curriculum lessons which: Ensure that students acquire new knowledge and skills, develop ideas and increase their understanding Enable students to develop their learning habits of concentration, working productively both independently and collaboratively, and producing work which is well presented Ensure students make progress through: a. Well planned and well-paced lessons; b. Modules based on assessment for learning; c. Lessons well matched to students needs with an appropriate level of challenge; d. Well organised and skilful use of resources, including time, information learning technology and personal coaches; e. Negotiating personalised and challenging targets; f. Strong, independent study, which reinforces and extends the learning undertaken in class; g. Consistent and effective behaviour management; h. Effective feedback. Ensure pupils develop their own learning through self-evaluation and reflective partnership with peers and teaching staff. 11. Ensure personal coaches are clear about the learning objectives and outcomes in lessons, understand the sequence of teaching and learning in the subject and communicate this to the students. 12. Provide exemplary assessment of vocational programmes and internal verification of colleague s assessment decisions. 3

4 LEADERSHIP & MANAGEMENT 1. Take responsibility to ensure you remain up-to-date in terms of your subject knowledge, the related teaching methodologies and the external examination requirements for the subjects you teach. 2. Deliver CPD and INSET to colleagues as directed by the principal based on the strategic goals and values of the school. 3. Attend briefings, register students and assist with supervision before, during and after the working day. 4. Attend meetings arranged for staff, with parents and, when appropriate, with outside agencies/providers. 5. Supervise and, so far as practicable, teach students whose teacher is not available. 6. Assess, record and report on the personal development and academic attainment and achievement of students. 7. Internally verify the project brief design and assessment decisions of colleagues 8. Ensure that work is always set in advance for classes when absence is foreseeable including use of VLE and elearning technologies. CARE, WELFARE, GUIDANCE AND SUPPORT As a Learning Coach and/or Personal Coach: Maintain an on-going overview of the personal and academic development of each student Negotiate the individual learning plan for each student Work with others to identify when intervention is needed e.g. when underachievement is identified or additional challenge is required Monitor the effectiveness of additional support, provided by the team of coaches or outside agencies Liaise with the coaching team and co-ordinate provision to support students with challenging behaviour 4

5 CARE, WELFARE, GUIDANCE AND SUPPORT (CONT.) Establish a strong partnership with parents/carers to involve them in their child s learning as well as providing information about curriculum, attainment, progress and targets Maintain accurate and comprehensive records of individual student s needs, both in the classroom and in extended school activities Demonstrate how student needs are being met Monitor student engagement, progress and well-being to ensure all are supported appropriately Contribute to the assessment and reporting of student development in line with school policies and achievement across all skills and competencies in and out of school Participate in the arrangements to seek and take action on students views OTHER Comply with Health and Safety Requirements Know and abide by the Health and Safety Rules within the Studio School. Equal Opportunities Maintain and demonstrate a good understanding and knowledge of equalities legislation and the School s Equality and Diversity policies as applicable to the role. Safeguarding Maintain and demonstrate a good understanding and knowledge of Safeguarding Children and the School s Safeguarding policies and procedures as applicable to the role. 5

6 Professional Development Lead by example to maintain a high standard of professionalism. Maintain and update your own knowledge and skills in line with the requirements of the role. Attend meetings as required. Undertake any additional training highlighted by line management feedback or the school performance management / appraisal process. Other Duties Adopt a professional approach at all times and ensure all areas of personal activity comply with standards laid down by the Studio School. Undertake such duties as may be required. NOTE: Please be aware that the duties and responsibilities outlined above are not exhaustive and may be varied from time to time after consultation with the post holder. They do not form part of the post holder s contract of employment. 6

7 PERSON SPECIFICATION AF = Application Form AT = Practical Assessment / Test IP = Formal Interview Panel Knowledge & Understanding Essential Desirable National curriculum at Key Stage 4 Awarding body syllabi for GCSE A Level and Vocational programmes at Key Stage 5 BTEC Courses in vocational areas YES Able to demonstrate a thorough knowledge of National Curriculum initiatives linked numeracy and literacy and the broader curriculum (Functional Skills, financial capabilities etc.) Knowledge of the strategies that will secure success, particularly in developing students personal and thinking skills Able to contribute to the raising of student achievement by leading excellence in learning and teaching and by promoting a culture of consistent and continuous monitoring, using data and benchmarks to monitor progress Experience Essential Desirable Recognised outstanding teaching practice AF & AT YES Development of Schemes of Work Development of cross curricular projects YES 7

8 AF = Application Form AT = Practical Assessment / Test IP = Formal Interview Panel Qualifications & Training Essential Desirable Relevant qualification at equivalent degree level or above AF PGCE or equivalent AF YES QTS AF Skills Essential Desirable Able to demonstrate a knowledge of innovative approaches to the teaching of agreed specialism(s) including subjects outside of primary specialism AT / IP Excellent interpersonal skills including the ability to lead, inspire and motivate people to work towards common goals IP Excellent creative skills AT / IP Excellent written and oral communication skills with the ability to communicate effectively to a variety of audiences AT / IP To be a confident decision maker AF / IP Evidence of high quality teaching skills AF / AT Strong team working skills and the ability to lead teams effectively with people at all levels AF / IP YES Commitment to working in partnership with parents AF / IP Unique and innovative contribution to whole school developments and the wider life of the school AF/IP 8

9 AF = Application Form AT = Practical Assessment / Test IP = Formal Interview Panel Aptitudes Essential Desirable Planning able to plan curriculum work strategically and work in collaboration with others IP Proactive strong problem solver able to recognise and pre-empt possible issues and opportunities. Acting promptly to address them by developing and implementing plans and processes AT / IP Methodical strong organisation and planning skills with the ability to manage competing demands effectively AT / IP Reliability approaches opportunities and issues in a consistent manner and maintains a professional relationship with partners AF Attributes Essential Desirable Commitment to the aims and values of the Studio School with examples of how your current practice / experience supports this AF / IP YES Confidence and fluency to deal with employers, students, parents and community organisations IP Awareness, understanding and commitment to equal opportunities AF An understanding of the needs of the business IP An understanding of the needs of young people AF / AT Maintains high professional standards at all times AF / AT / IP Commitment to own professional development AF / IP 9

10 Walsall Studio School is committed to safeguarding and protecting the welfare of children and expects all staff and volunteers to share this commitment. A Disclosure and Barring Service Certificate will be required for this post. 10