Teacher of Spanish with French MPS Temporary

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1 St James School Community Secondary School Specialising in Maths and Computing Teacher of Spanish with French MPS Temporary Senior Leadership Team Line Manager Amy Holden February 2013

2 CONTENTS PAGE Letter from the Headteacher Advert St James School Department Details Job Description Person Specification Other Details for Applicants

3 St James School Community Secondary School Specialising in Maths and Computing February 2013 Dear Applicant Thank you for expressing an interest in this post. I hope that the enclosed information will encourage you to apply for it. The closing date for applications is 4 March and we plan to hold interviews shortly afterwards. Please ensure that we are able to contact your referees by phone. Yours sincerely Moira Marder Headteacher

4 MFL ADVERT St James School Community Secondary School Specialising in Maths and Computing Summer Lane Exeter, Devon EX4 8NN Headteacher: Moira Marder Required for September We are seeking an outstanding, enthusiastic and highly motivated Spanish teacher who also has the ability to teach French to GCSE to join a successful and reflective MFL Department. You must be imaginative, inspirational and passionate about teaching, with drive and ambition and a strong commitment to enabling all students to reach their full potential. The ability to work collaboratively and to communicate effectively with colleagues is essential. St James is an innovative and rapidly improving school identified by Ofsted in 2009 as good with many outstanding features. We believe passionately in a no excuses culture and for the last five years we have consistently been one of the most improved schools in the country for 5ACEM. The challenge is to build on our strengths and to continue improving outcomes. This is a key role in developing the curriculum and strengthening the MFL Faculty as a whole. You will be able to teacher MFL at KS3 and KS4 The post is available until 31 August 2014 in the first instance due to budgetary constraints. An application form and further details are available from the Head s PA at the above address (A4 size SAE please) or from the school s website Closing date: Monday 4 March 2013 A DBS disclosure is required for this post.

5 School Details ST JAMES SCHOOL Specialising in Maths and Computing St James School is an comprehensive school in Exeter. We work collaboratively with the other Exeter secondary schools and Exeter College through the Exeter4Learning partnership. We have with 670 students on roll; 45 teaching staff and 33 support staff. St James is improving rapidly and in 2010 was in the top 8 most improved schools in England. GCSE outcomes have trebled over the last four years. We are gaining a reputation for innovation in learning through ICT and personalised learning and the Leadership Academy. Ensuring that our students make aspirational levels of progress is the number one priority for the school. We have a first rate learning environment in a new purpose-built PFI building. All our faculties have excellent facilities which include specialist areas, interactive whiteboards and faculty bases. We have transformed our curriculum at Key Stage 4 by introducing a wide variety of bespoke qualifications. We believe passionately in personalising our curriculum so it meets the needs of all students and to that end we have developed a highly aspirational core curriculum alongside a great breadth of option subjects and outdoor learning and young apprenticeships. In 2010 we joined the Ted Wragg Trust and as a result have developed excellent relationships with our Trust Partners, Exeter University, Exeter College, Flybe and EDF Energy. The school has improved dramatically in the last four years. Results in 2012 were 5A-C 85%, 5ACEM 57%, 5A-G 100%, Ebacc 29%. We are confident that this will continue to rise in the future. Valued Added scores for all groups of students are significantly above the national average. Our number one focus is ensuring outstanding practice in the classroom. The quality of teaching and learning has continued to improve year on year 80% of all lessons observed in 2011/12 were good-outstanding. All CPD and school development targets prioritise teaching and learning. The school is structured on a year basis with a Head of Learning for each year group. In Years 7 and 8 we have small tutor groups of 14/15 students. This enables us to manage the transition more effectively and focus students on learning. St James is an exciting and vibrant school to work in. We have an excellent range of CPD opportunities for staff including middle leadership programmes and senior leadership programmes. We are part of the South West Teaching Alliance which provides bespoke training for our teaching staff. Please look on our website for further information.

6 Modern Languages Faculty Introduction: Staffing: Teaching Groups: Courses/textbooks: Resources: Accommodation: Other Information: We are an enthusiastic, committed and effective team who have made huge changes in the enjoyment and achievement of our students over the last few years. French is now compulsory for many of our pupils, a change that was made long before the introduction of the Ebacc measure. All students study French at KS3 and most continue with French at KS4. Spanish is also taught to years 7 and 8. Students are able to opt for Italian or Spanish GCSE. We strongly believe in giving all of our students the best opportunities for learning and success and have achieved this through team work, a passion for our subject and quality teaching and learning. We are a small team of 3 staff teaching French and/or Spanish. We are developing links across Exeter so that our students can learn other languages at KS4, for example Chinese and Arabic. All year groups are taught in sets according to ability. At key stages 3 and 4 we use the course book Voilà by Nelson Thorne along with resources that we have developed ourselves. It ties in fully with the National MFL Strategy and also includes excellent ICT and audio resources. At KS4 we follow the AQA Specification A syllabus for GCSE. We regularly review schemes of work to ensure maximum student achievement. We are a well-resourced department. Each classroom has a data projector and CD/Cassette Player. We have one TV, video and DVD player which is shared by the department. The MFL faculty has 2 designated classrooms. We have an established residential trip that takes place in July. We stay at Château Beaumont in Mayenne. We also run an annual trip to Paris. GCSE results last year were 81% A*-C, well above the national average.

7 MFL Department Teacher of MFL Job Description The post will involve teaching MFL across the age range to students of all abilities. The main tasks will be:- To teach Spanish and French throughout Key Stage 3 and 4 to all levels of ability To ensure that appropriate records of students achievements are kept effectively and to assess students work according to departmental policy To use available data to monitor students progress and set targets in accordance with departmental procedures To attend department meetings To act as a form tutor To report on student progress at Parent s evening and on paper. The MFL Department is a successful department with good levels of attainment at all Key Stages. The successful candidate will have the opportunity to work with a dynamic, hardworking and highly professional team and develop new skills, which would be useful for a range of further teaching posts. Applications from Newly Qualified teachers are especially welcome. In addition to the above, please refer to a generic job description for teaching staff which is included

8 Generic Job Description All teachers should: Professional attributes Relationships with children and young people C1 Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting and constructive relationships with them. C2 Hold positive values and attributes and adopt high standards of behaviour in their professional role. Frameworks C3 Maintain an up-to-date knowledge and understanding of the professional duties of teachers 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. Communicating and working with others C4 a) communicate effectively with young people and colleagues b) communicate effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being c) recognise that communication is a two-way process and encourage parents/carers to participate in discussions about progress, development and well-being of young people. C5 Recognise and respect the contributions that colleagues, parents/carers can make to the development and well-being of young people, and to raising their levels of attainment. C6 Have a commitment to collaboration and co-operative working where appropriate. Personal professional development C7 Evaluate their performance and be committed to improving their practice through appropriate professional development. C8 Have a creative and constructively critical approach towards innovation: being prepared to adapt their practice where benefits and improvements are identified. C9 Act upon advice and feedback and be open to coaching and mentoring. Professional knowledge and understanding Teaching and Learning C10 Have a good, up-to-date working knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential. Assessment and monitoring C11 Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications. C12 Know a range of approaches to assessment, including the importance of formative assessment. C13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. C14 Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement. Subjects and curriculum C15 Have a secure knowledge and understanding of their subjects/curriculum areas and related pedagogy including: the contribution that their subjects/curriculum areas can make to cross-curricular learning; and recent relevant developments. C16 Know and understand the relevant statutory and non-statutory curricula and

9 frameworks, including those provided through the National Strategies, for their subjects/curriculum areas and other relevant initiatives across the age and ability range they tech. Literacy, numeracy and ICT C17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities. Achievement and diversity C18 C19 C20 C21 C22 C23 C24 C25 Understand how young people 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, including those for whom English is an additional language or who have special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Understand the roles of colleagues such as those having specific responsibilities for learners with special educational needs or disabilities, and how to take practical account of diversity and promote equality and inclusion in their teaching. Understand the roles of colleagues such as those having specific responsibilities for learners with special educational needs, and the contributions they can make to the learning, development and well-being of children and young people. Know the current legal requirements, national policies and guidance on the safeguarding and the promotion of the wellbeing of young people. Know the local arrangements concerning the safeguarding of children and young people. Know how to identify potential child abuse or neglect and following the safeguarding procedures. Know how to identify and support young people whose progress, development or wee-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. Professional skills Planning C27 Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context. C28 Plan, set and assess homework, other out-of-class assignments and coursework for examinations, where appropriate, to sustain learners progress and to extend and consolidate learning. Teaching C29 Teach challenging, well-organised lessons and sequences of lessons across the age and 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 sustain progress c) develop concepts and process 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 plenaries effectively e) manage the learning of individuals, groups and whole classes effectively, modifying their teaching appropriately to suit the stage of the lesson and the needs of the learners C30 Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment.

10 C31 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. C32 Provide learners, colleagues, parents/carers with timely, accurate and constructive feedback on learners attainment, progress and areas for development. C33 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. C34 Use assessment as part of their teaching to diagnose learners needs, set realistic and challenging targets for improvement and plan future teaching. Reviewing teaching and learning C35 Review the effectiveness of their teaching and its impact on learners progress, attainment and well-being, refining approaches where necessary. C36 Review the impact of the feedback provided to learners and guide learners on how to improve their attainment. Learning environment C37 C38 C39 a) establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the school b) make use of the local arrangements concerning the safeguarding of young people c) identify and use opportunities to personalise and extend learning through out-of-school contexts where possible making links between in-school learning and learning in out-of-school contexts. a) manage learners behaviour constructively by establishing and maintaining a clear and positive framework for discipline, in line with the school s behaviour policy b) use a range of behaviour management techniques and strategies, adapting them as necessary, to promote the self-control and independence of learners Promote learners self-control, independence and co-operation through developing their social, emotional and behaviour skills Team working and collaboration C40 C41 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. Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

11 Teacher of MFL Person Specification The successful candidate will be: preferably a language graduate a good communicator who is energetic, enthusiastic and loves working with young people a keen teacher with fresh ideas, prepared to enthuse and excite students by their own love of the subject a well organised and highly effective classroom practitioner able to develop a learning atmosphere of high expectations and interest in the subject by using a wide variety of teaching techniques as well as the consistent use of established up to date successful classroom techniques. a team worker willing to help students on an individual basis and take part in extra curricular clubs. ICT competent keen to contribute to the development of new initiatives within the department a dedicated teacher who upholds and reinforces whole school and departmental policies through their own practice and by the efficient management of paperwork the ability to work with groups of students and one-to-one someone who is interested in using this post as a valuable springboard to furthering their own career development strengths in management of the behaviour of students.

12 Other Details for Applicants Laptops for Teachers All teachers are issued with a high specification multimedia laptop. This is owned by the college but on permanent loan to the member of staff. The laptop will be loaded with a range of software linked to school licence agreements. The laptop is for school related work only and it is expected that staff will use these for personal and professional administration and for teaching purposes. Interview Expenses Applicants invited for interview will be offered expenses according to their needs. However, the following guidelines form a basis for claiming reasonable expenses. Overseas interviewees may only claim UK based expenses All overnight accommodation should be cleared in advance It is assumed that the cheapest form of travel is chosen by interviewees or if alternative travel arrangements are made, only the lower cost will be claimed Subsistence other than that linked with overnight stays will only be paid if start or end of journey times are excessively beyond the normal working day Expenses will only be paid against receipts or tickets showing expenditure Expenses will not be paid to candidates who withdraw or refuse the offer of employment on grounds which in the opinion of the selection panel are inadequate Relocation expenses are not available All final decisions relating to the payment of expenses lie with the Headteacher. Salary All candidates invited for interview will be informed in writing of the proposed starting salary. This salary will be based upon the school s policy which takes account of national guidelines. Any queries regarding the proposed starting salary should be taken up prior to accepting the offer of interview.

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