1. As part of the College Management team, the Head of Maths will:

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1 LEEDS COLLEGE OF BUILDING JOB DESCRIPTION Post Title: Reporting to: Responsible for: HEAD OF MATHS ASSISTANT FACULTY DIRECTOR Teaching staff Main purpose of the post: The quality of teaching and learning in the department Overall student outcomes in the department in partnership with the lecturers concerned Evaluation of relevant assessment information for individuals, groups and cohorts Induction and support of new staff Ensuring good pastoral care and personal development for students Ensuring good behaviour and encouraging good attendance and punctuality Presenting information and evaluation reports to the senior leadership team, parents and Governing Body, as requested Arranging and promoting activities across the department to foster personal development, commitment and enthusiasm in students Liaison with external agencies as required for students in the department Performance management of lecturers in the department as required Ensuring that departmental budgets are deployed effectively and achieve value for money To ensure that the Maths curriculum fully meets the needs of all students and effectively delivered in all respects To actively promote the development of Maths across the College Responsibilities: 1. As part of the College Management team, the Head of Maths will: Be committed to supporting the achievement of all our young people through their learning from and beyond. Design and develop an outstanding, innovative and creative English/Maths curriculum comprised of high quality vocational and academic options and utilising the latest technologies. Develop, in all students and staff, versatile skills and attitudes required for lifelong learning in a rapidly changing world. Ensure that leaders and teachers within the Leeds College of Building team are provided with high quality training opportunities, which enable them to be highly effective practitioners. Develop positive external relationships at a local and strategic level, to promote the continued development of the college, as a central resource for the community.

2 2. Developing professional and constructive relationships: Have high expectations of all students including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting supportive and constructive relationships with them. Communicate promptly and effectively with parent(s), conveying timely and relevant information about attainment, objectives, progress and well-being. Have a commitment to collaboration and co-operative working. Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them. Promote the College vision and values and an ethos in which the highest achievements are expected from all members of the college community. Establish and develop effective team working practices. Develop rigorous procedures for monitoring the performance of all members of the Maths Department, including setting objectives and individual personal development plans, including reference to the College s staff appraisal policies. Ensure an aspirational and motivational culture is developed, sustained and celebrated. Be able to prioritise, be efficient and meet deadlines. Be an effective and clear line manager. 3. Working within the law and frameworks: Maintain an up-to-date knowledge and understanding of the professional duties of lecturers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity. Know the current legal requirements, national policies and local guidance on the safeguarding and promotion of the well-being of children and young people. Know how to identify potential abuse and follow safeguarding procedures. Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for special support. 4. Developing practice Evaluate their performance and be committed to improving their practice through appropriate professional development (i.e. training, mentoring etc.) Recognise the importance of self-evaluation in raising standards Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified. Review the effectiveness of their teaching and its impact on learners progress, attainment and well-being refining their approaches where necessary. Work effectively with the Assistant Faculty Director, Faculty Director and Executive Team, to enable it to meet its responsibilities for securing effective teaching and learning and high standards of achievement, and for achieving efficiencies and value for money 5. Professional skills: Promote and model inspirational teaching and learning around Maths.

3 Plan for progression across the full ability range, designing effective learning sequences within lessons and across series of lessons informed by outstanding subject/curriculum knowledge. Design opportunities for learners to develop their numeracy and thinking and learning skills appropriate within their phase and context. Teach challenging, well-organised lessons and sequences of lessons across the full ability range they teach in which they: a. Use an appropriate range of teaching strategies and resources, including e- learning, which meet learners needs and take practical account of diversity and promote equality and inclusion. b. Build on the prior knowledge and attainment of those they teach in order that learners meet learning objectives and make sustained progress c. Develop concepts and processes which enable learners to apply new knowledge, understanding and skills. d. Adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and modelling effectively. Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners progress and levels of attainment. Provide learners, colleagues, and carers with timely, accurate and constructive feedback on learners attainment, progress and areas of development. Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners. Use assessment as part of their teaching to diagnose learners needs, set realistic and challenging targets for improvement and plan future teaching. Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and wellbeing of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the College. Manage learners behaviour constructively by establishing and maintaining a clear and positive framework for behaviour management, in line with the College s behaviour policy. Promote learners self-control, independence and cooperation through developing their social, emotional and behavioural skills. Have impact on educational progress beyond personally assigned students in the Department. Working with other relevant teachers and staff in the department: a. Identify appropriate attainment and/or achievement targets b. Monitor pupil standards and achievement against annual targets c. Monitor planning, curriculum coverage and learning outcomes d. Monitor standards of pupil behaviour and application e. Lead evaluation strategies to contribute to overall College and Faculty selfevaluation f. Plan and implement strategies where improvement needs are identified g. Ensure that relevant attainment / achievement targets are met 6. Strategic Direction and development: Support the College in the communication of the vision for Maths, its effective management and operational efficiency to fulfil the ethos of the college.

4 Lead on key specific areas of responsibility that ensure the realisation of an exceptional educational provision for all students and employees. Support others within the department who have additional responsibilities (such as Literacy Co-ordinator) Work in conjunction with community, business and industry partners and other local community and educational organisations to develop reciprocal opportunities. 7. Professional knowledge and understanding: Have a good, up-to-date working knowledge and understanding of a range of teaching and learning strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential. Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications. Know a range of approaches to assessment, including the importance of formative assessment. Know how to use local data to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy including: the contribution that their subjects/curriculum areas can make cross-curricular learning; and recent relevant developments. Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for their subjects/curriculum areas and other relevant initiatives across the age and ability range they teach. Know how to use skills in numeracy and ICT to support their teaching and wider professional activities. Understand how learners develop and how the progress, rate of development and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences. Know how to make effective personalised provision for those they teach and how to take practical account of diversity and promote equality and inclusion in their teaching. Know when to draw on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities, and to refer to sources of information, advice and support from external agencies. 8. Generic Staff Requirements: To undertake, contribute to and participate in marketing activities of the College. To actively promote and embed equality & diversity within the College community and curriculum programmes ensuring that any issues/ concerns are appropriately addressed. To ensure that the College community is appropriately safeguarded in line with procedures. To be aware of, promote, and abide by the College Health and Safety procedures. To determine, assess and manage risks associated with the area of responsibility. To proactively implement the College s policies and procedures.

5 To contribute to the risk management activities. To assist in the general management of the College including acting as Duty Manager for evenings and Centre Management (where necessary). To liaise with Faculty Director(s) to ensure sufficient management cover at all times. To carry out such duties as the Principal may from time to time reasonably direct. To work at any of the College s delivery locations on a temporary or indefinite basis. This job description will be reviewed as part of the annual Performance Review process. Please Note: As Leeds College of Building meets the requirements in respect of exempted questions under the Rehabilitation of Offenders Act 1974, all applicants who are offered employment will be subjected to a disclosure from the Criminal Records Bureau before the appointment is confirmed. This will include details of cautions, reprimands or final warnings, as well as convictions. Further information on disclosure can be obtained from Date: March 2017 Issue: 1 Signature Ref: Jobdesc/Head of Maths

6 LEEDS COLLEGE OF BUILDING PERSONNEL SPECIFICATION POST: HEAD OF MATHS ATTRIBUTES ESSENTIAL DESIRABLE HOW IDENTIFIED RELEVANT EXPERIENCE Can demonstrate sustained improvement and high standards of student learning and achievement Demonstrates exemplary marking and assesses practices that support students learning and progress Experience of leading the development of Maths across the whole school / College. Interview Proven track record as a successful Leader within Maths Has demonstrated effective leadership including the ability to motivate others to perform well whilst being sensitive and challenging of their performance EDUCATION & TRAINING Relevant qualifications to degree level Shows a commitment to his/her own learning and takes responsibility for his/her own professional development QTS Qualification Certificates SPECIALIST KNOWLEDGE AND SKILLS Can develop ICT skills through the teaching of Maths Sets learning objectives built on prior attainment that meet the needs of individual students Uses assessment formatively to support teaching and student learning Uses a range of teaching strategies aimed at meeting different learning styles and confidently uses ICT as a teaching method Can prioritise, plan and organise to effect change and improvement beyond the immediate situation Has shown that he/she can convert difficulties into successes Knows when to consult, make decisions and defer to others Can analyse, understand and interpret data and information Can communicate effectively to different audiences and capture their interest and enthusiasm Can negotiate, persuade and consult effectively Can set and achieve challenging professional goals Interview

7 ADDITIONAL FACTORS Builds and contributes to highly effective working relationships with individuals within and across teams Can set challenging and ambitious targets within the subject in order to further raise current levels of student attainment Can lead on curriculum development within Maths. Commitment to leading the improvement of whole college teaching and learning strategies. A secure knowledge and understanding of the issues associated with effective teaching of Maths An excellent knowledge and understanding of the National Curriculum Programme of study for Maths at KS3 & KS4 An excellent understanding of Functional Skills at all Levels Knows and understands the characteristics of high quality teaching Plans teaching to achieve incremental progression for all students Is of a reflective, focused and determined disposition Willing to promote change and innovation Is committed, resilient and resourceful Has high aspirations for students beyond typical expectations Demonstrates fairness, honesty, reliability and integrity in existing practice and conduct Demonstrates self-confidence in his/her ability to succeed, maintaining energy and enthusiasm in challenging situations An understanding of the relationship between Maths and the wider curriculum Commitment to leading the improvement of whole college teaching and learning strategies Flexibility to work across all College sites Commitment to customer care The College is committed to safeguarding children, young people and vulnerable adults. It is also committed to the Prevent Duty and the requirement to prevent people being drawn into terrorism and expects all staff to share these commitments. Valid driving licence Interview Please note that the College expects regular and reliable service from staff and does not wish to appoint individuals with a high sickness record where there is no underlying medical reason. Please note this does not affect any individual s rights under the Equality Act; the College would wish to promote the recruitment of disabled staff and would endeavour to make reasonable adjustments where practical. Disabled staff who meet the essential criteria will be guaranteed an interview.