Corbets Tey School Job Profile
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1 Corbets Tey School Job Profile Job title: Class Teacher Grade: MPS1-6 Reports to: Assistant Headteacher/Head Teacher Job Purpose and Context (Applying to all point levels) To ensure high quality education for all pupils in a designated class, within a specialist communication unit, and improve the quality of learning and standards of achievement. To carry out the professional duties of a teacher as set out in the current edition of the School Teacher s Pay and Conditions Document. Teaching will be undertaken using an eclectic variety of communication approaches to a high standard including the use of VB, PECS, AAC, BSL and applying other intensive behavioural interventions for pupils with Autism Spectrum Disorder and other language / behavioural difficulties. There will need to be a strong focus on development of communication/interaction and behaviour through precise and specialist assessment systems to regularly monitor and record individual pupils and use this data to identify, inform and deliver appropriate interventions, learning programmes and sensory curricula. A teacher in a school shall perform in accordance with any directions which may reasonably be given to him by the head teacher from time to time, such particular duties as may reasonably be assigned. This role does include elements of a traditional teaching role however it has a strong focus on development of communication/interaction and behaviour through precise and specialist assessment systems to regularly monitor and record individual pupils and use this data to identify, inform and deliver appropriate interventions, learning programmes and sensory curricula. Key Tasks Knowledge and Understanding 1. Understand the structure and balance of the National Curriculum, RE and other associated areas such as National Literacy and Numeracy Strategies, PHSE and Citizenship and how content and delivery can be adapted and differentiated to ensure that it is appropriate for children with complex learning needs. 2. Have knowledge and understanding of the specialist and differentiated curriculum of the school and with a view to promoting the development of the abilities and aptitudes of each pupil in any class or group assigned. 1
2 3. Understand the specialist approaches used within the school and how these support teaching and learning of pupils with a wide range of learning needs. 4. Have detailed knowledge and understanding of the programmes of study and NC and P Level descriptors and other assessment system criteria with particular emphasis on the core subjects. 5. Are familiar with the Code of Practice on the identification and assessment of special educational needs and implement and keep records on individual education plans for pupils at stage 2 of the code and above. 6. Broadly understand the requirements and progression for children through the key stages and the school s expectations with regard for progress for each pupil. 7. Use recent monitoring and inspection evidence as well as personal reflection/training to develop good quality teaching. 8. Be familiar with health and safety issues, including subject specific, child protection procedures and positive behaviour management plans. Teaching In each case having regard to the curriculum of the school and with a view to promoting the development of the abilities and aptitudes of the pupils in any class or group assigned: 9. planning and preparing courses and lessons; provide a weekly plan and prepare lessons relevant to the age and ability group/subject/s from prepared adapted and differentiated termly overviews in line with the requirements of the National Curriculum; 10. Produce adapted and differentiated medium termly overviews in line with the requirements of the National Curriculum. 11. teaching, according to their educational needs, the pupils assigned, including the setting and marking if work to be carried out by the pupil in the school and elsewhere; 12. create and deliver differentiated and individualised learning activities, experiences or programmes in a way which is functional, motivational and promotes communication; either on their own or in the presence of a teacher and/or other tutors or teaching assistants. 13. To ensure learning programmes are supported by clear aims and objectives with appropriate links to recognised specialist approaches used within school. 14. assessing, recording and reporting on the development, progress and attainment of pupils; 2
3 15. Maintain an inclusive and orderly learning environment through the effective management of resources, lesson planning, day to day organisation and timetabling of the class. 16. Use, develop and assess the effectiveness of specialist technology (AAC) in teaching and learning and supporting pupils communication and interaction. Other activities 17. promoting the general progress and well-being of individual pupils and of any class or group of pupils assigned to him; 18. providing guidance and advice to pupils on educational and social matters and their future education and future careers, including information about sources of more expert advice on specific questions; making relevant records and reports; 19. making records of and reports on the personal and social needs of pupils; preparing annual review reports and meetings in accordance with the schools and LA s practices and policies including LAC and PEP meetings. 20. communicating and consulting with the parents of pupils; communicate with parents and carers about the education and welfare of their children and contribute to parent meetings and reports where appropriate. 21. communicating and cooperating with persons or bodies outside the school including other professionals; 22. participating in meetings arranged for any of the purposes described above; 23. Supervise pupils, on or off school premises, in the context of routine trips, local visits, concerts, assemblies and contribute to the planning and organisation of such events. 24. maintaining good order and discipline among the pupils and safeguarding their health and safety both when they are authorised to be in the school premises and when they are engaged in authorised school activities elsewhere; Monitoring, Assessment, recording and accountability 25. assess how well learning objectives have been met and use assessment to improve specific aspects of teaching; 26. mark and monitor work providing constructive feedback and set targets for pupils progress; 3
4 27. assess and record each pupils progress systematically and use records to ensure that pupils make demonstrable progress in line with the school Assessment Policy, including: a) Completing BSquared assessments; b) Devising and updating Pupil Achievement Profiles (PAPs) on a weekly basis; c) To assess and analyse additional assessment data relevant to the needs to the pupils (e.g. behaviour and communication data). d) Assessing progress using other school approved methods/systems appropriate to pupil needs to ensure that pupils make demonstrable progress; 28. providing or contributing to oral or written assessments, reports and references relating to individual or groups of pupils; Staff development/training/reviews/meetings 29. participating, if required, in any scheme of staff development and performance review; 30. reviewing from time to time own methods of teaching and programmes of work 31. participating in arrangements for further training and professional development as a teacher; 32. advising and cooperating with the principal and other teachers on the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements; 33. Manage and supervise a team of teaching assistants in the delivery of programmes and in assessing progress of pupils through accurate recording of data. Contribute to their on-the-job training and their continuing professional development. 34. To lead class and/or staff group self-evaluations in consultation with class staff and set targets in line with the policy of the school (For the avoidance of doubt, this will involve attending weekly curriculum, phase group and whole staff meetings). 35. Take part in relevant training and development, assessment of performance (in accordance with school policy and practice) and an agreed programme of personal professional development Cover 36. supervising and so far as practicable teaching any pupils whose teacher is not available to teach them; no teacher shall be required to provide such cover for more than 38 hours in any school year, except in the case of a teacher employed wholly or mainly for the purpose of providing cover; 4
5 External examinations 37. participating in arrangements for preparing pupils for external examinations, assessing pupils for the purposes of such examinations and recording and reporting such assessments; and participating in arrangements for pupil presentation for and conducting, such examinations; 38. teachers are routinely required to participate in any external examination arrangements that do not call for the exercise of a teacher s professional skills and judgment, such as invigilation; Management 39. contributing to the selection for the appointment and professional development of other teachers and support staff, including the induction and assessment of new teachers serving induction periods; 40. assisting the head teacher in carrying out threshold assessments of other teachers; 41. coordinating or managing the work of other staff; 42. taking such part as may be required in the review, development and management activities relating to the curriculum, organisation and pastoral functions of the school; 5
6 Administration 43. participating in administrative and organisational tasks related to such duties as are described above, including the direction or supervision of persons providing support for the teachers in the school; and 44. Attending assemblies, registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions; teachers are not required to routinely to undertake tasks of a clerical nature which do not call for the exercise of a teacher s professional skills and judgment. 45. To keep control and maintain class budgets and ensure expenditure is appropriately spent; Working time 46. such a teacher shall be available for work for 195 days in any school year, of which 190 day shall be days on which he may be required to teach pupils in addition to carrying out other duties; and those 195 days shall be specified by his employer or, if his employer so direct, by the head teacher. 47. such a teacher shall not be required under is contract as a teacher to undertake midday supervision, and shall be allowed a break of reasonable length either between school sessions or between the hours of 12 noon and 2pm. 48. such a teacher shall, in addition to the requirements set out above, work such reasonable hours as may be needed to discharge effectively the professional duties assigned. The amount of time required for this purpose beyond 1265 hours in any school year, shall not be defined by the employer. 49. such a teacher shall be allowed as part of the 1265 working hours reasonable periods of time (PPA time) to carry out their duties (planning, preparation and assessment) 50. PPA time shall not be less than 10% of the teacher timetabled teaching time and should not be provided in periods of less than half an hour. General 51. Work in accordance with the values, culture, ethos, equal opportunities and inclusion policies of the school proactively promoting anti-racist, anti-sexist and antidiscriminatory behaviours 52. Take appropriate action to identify, analyse and minimise any risks to health, safety and security in the working environment. 6
7 Safeguarding Havering Schools are committed to safeguarding and promoting the welfare of children and young people and as such expects all staff and volunteers to share this commitment. The protection of our students from abuse is the responsibility of all staff within our school, superseding any other considerations. Havering Schools comply with the Department for Education Safeguarding Children and Safer Recruitment in Education Settings 2007 guidance and all potential employees will undergo vigorous vetting checks to ensure their suitability. Rehabilitation of Offenders Act 1974 This post is exempt from the Rehabilitation of Offenders Act 1974; the successful applicant will be expected to undertake a satisfactory disclosure. 7
8 London Borough of Havering Education Directorate Class Teacher SKILLS AND ABILITIES Essential Desirable Assessed by The ability to work effectively and efficiently as part of a team of professionals Communication skills, oral, written and presentation skills The ability to manage, supervise and contribute to the professional development of other people Proficiency in the use of ICT and the software programmes used in schools The ability to deploy a range of strategies and techniques to encourage positive behaviour and maintain order and discipline Ability to solve problems with limited guidance Ability to physically support pupils as this role does involve a level of physical energy and activity and occasionally may include manual handling. Ability to solve more complex problems Well-developed observation, reflection and analytical thinking Strong leadership of a class or staff group Highly developed observation, reflection and analytical thinking Have knowledge and understanding of different strategies that can be used to support pupil with specific needs: communicative, behavioural, medical and emotional. Have knowledge and understanding of the programmes of study and P level and National Curriculum level descriptors with particular emphasis on the core subjects; Broadly understand the requirements and progression for children through the key stages; How ICT can be used effectively to motivate children to learn through enhanced communication and interaction opportunities How to plan, deliver, monitor and evaluate lessons and learning as part of the school curriculum Equalities and inclusion policies and how these are implemented in schools Understand and have experience of leading the teaching of complex needs pupils with language and behavioural difficulties or have specialist knowledge or experience in their area of expertise (VB, PECS BSL); Application Application 8
9 How to develop the curriculum in the school, with a view to promoting the development of the abilities and aptitudes of the students in any class or group assigned; Specialist approaches and strategies to maximise the development of children with moderate and severe learning disabilities including Autism and communication difficulties; Health and safety issues, including subject specific, child protection procedures, positive behaviour management plans and risk assessment; KNOWLEDGE Understand the importance and procedures of Health and safety issues, including subject specific, child protection, positive behaviour management and risk assessment; QUALIFICATIONS AND EXPERIENCE GCSE grade C (equivalent) or above in English and mathematics 2 or 3 years experience of working as a competent specialist at delivering a range of communication approaches Application 9
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