Teacher of English 1 Q
Queenswood background information INFORMATION FOR APPLICANTS Queenswood is a progressive boarding and day school for around 420 girls, aged between 11 and 18, where boarders make up more than half of the School. An all round education focuses on equipping the girls with all the life skills required of women in the 21st century. Within a caring and supportive framework, the girls enjoy a dynamic academic curriculum, supported by a diverse and exciting co-curricular programme. It is a warm and friendly community where everybody knows each other. Girls thrive within a nurturing house structure tailored to meet the needs of the girls as they progress from the Lower School, through the Middle School, and on into the Sixth Form. Day girls are fully integrated within the houses, are able to enjoy all the facilities and opportunities available to the boarders, but choose to go home at night after a packed school day. There is a flexible approach to boarding to meet the varying needs of individual families; girls may choose to be full boarders or just to remain in school for four or five nights a week. Queenswood is proud to be an international community with an outward looking approach; overseas girls make up around 20% of the pupils. We welcome girls of all faiths and none, recognise and support an individual s adherence to her own faith, but expect all girls to embrace the School s broad spiritual ethos. The girls are ambitious high achievers, winning places at the top universities both at home and abroad prior to embarking upon a range of exciting careers. The school is, however, resolutely neither an academic hothouse nor overly selective. Individual talent also flourishes in sport and the creative and performing arts. As important as individual achievement is the development of a sense of responsibility for each other and the world in which they live. Queenswood girls are thoughtful young people with a secure set of values and self-confidence. The beautiful Queenswood estate provides the perfect educational environment. Being just 20 minutes from central London, it also has the advantage of easy access to the cultural richness of the capital. At the same time, its proximity to major international airports provides ease of travel for both our overseas girls and for those participating in the School s foreign exchange and visit programmes. 2 Q
Queenswood Aims and Ethos Queenswood has a Christian foundation and the Chapel, where we welcome girls of all faiths and none, is at the heart of our spiritual life. We are a community that places importance on knowing each and every member, be they students, staff, parents or friends of the school. We take great pride in the international dimension of our community which enriches our lives and promotes understanding of a broad spectrum of cultures. We place the highest value on the importance of the individual: inspiring, supporting and challenging her to achieve her full potential and excel at her particular talents. We embrace change in order to provide the most relevant education for the future women of the 21st century. Our aims To offer an excellent education through a broad and balanced curriculum, and continually seek to improve academic standards To promote the happiness and self-esteem of the girls by valuing them as individuals, whatever their particular talents To foster a love of learning, enquiry and debate To promote international, cultural and political understanding To promote spiritual and moral values, and increase girls awareness of, and their responsibilities to, the wider world and those less fortunate than themselves To provide opportunities for girls to challenge themselves in a wide range of extra-curricular activities including the humanities, the arts, the sciences and sport To prepare Queenswood girls, not just for University and higher education, but for life To encourage parents to support all aspects of the life of the school, and to involve parents fully in the education of their daughters through the use of timely, informative and effective communications 3 Q
Job description JOB DESCRIPTION AND PERSON SPECIFICATION The School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Job title: Teacher of English Main purpose of the job: As a member of the English department, the teacher is involved in developing schemes of work, the delivery of lessons and the ongoing assessment of students progress. It is expected that the teacher will, in addition, wish to organise and participate in a number of school and departmental activities outside their timetabled teaching. Reporting to: The Head of Department Reporting to the job holder: N/A Main teaching duties and responsibilities 1. Planning and preparing courses and lessons; 2. Teaching, according to their educational needs, the pupils assigned to him/her, including the setting and marking of work to be carried out by the pupil in school and elsewhere; 3. Assessing, recording and reporting on the attainment, progress and development of pupils; 4. Maintaining good order and discipline; in each case having regard to the school s curriculum. Other Activities 1. Promoting the general progress and well-being of individual pupils and of any class or group of pupils assigned to him/her. 2. Taking an interest in the personal and social needs of pupils, and communicating as appropriate with the Housemistress and Tutor. 3. Attending Parents Meetings and seeing parents by appointment with the knowledge of the Head of Pupils 4. Participating in meetings for any of the purposes described above. 5. Taking an active role in the co-curricular programme. Assessments and Reports Providing or contributing to oral and written assessments, reports and references relating to individual pupils and groups of pupils. 4 Q
Review, Further Training and Development 1. Reviewing annually methods of teaching and programmes of work in consultation with the Head of Department. 2. Participating in arrangements for further training and professional development as a teacher. Discipline, Health and Safety Maintaining good order and discipline among the pupils and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere. Meetings and School Functions 1. Participating in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements 2. Attending all official school functions. Absence/Cover 1. In the case of unavoidable absence, setting work for pupils as far as is practicable. 2. Supervising pupils as required. The Senior Management Team will make every effort to arrange additional help in cases of prolonged absence. Public Examinations 1. Participating in arrangements for preparing pupils for public examinations and in assessing pupils for the purposes of such examinations. 2. Recording and reporting such assessments; and participating in arrangements for pupils presentation for and supervision during such examinations. Boarding School Duties Taking responsibilities, shared by the whole staff, to ensure the smooth running of a boarding school. These will include one or more of the following: Tutor, House Tutor; helping with clubs, societies or activities; supervising study by rota from 4.45 5.50 pm; supervising lunch duties; providing escorts at the end of terms. Conclusion A teacher should set high personal and professional standards at all times. Other duties may be deemed appropriate to the role by the Head of Department and/or the Principal. 5 Q
PERSON SPECIFICATION The School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. Essential Desirable These are qualities without which the Applicant could not These are extra qualities which be appointed can be used to choose between applicants who meet all of the essential criteria Qualifications Experience The professional, technical or academic qualifications that the Applicant must have to undertake the role or the training that they must have received Good honours degree in a subject relevant to the teaching aspects of the role The categories of work or organisations, types of achievements and activities that would be likely to predict success in the role Suitable for someone with some experience of teaching or a new entrant to the profession. The professional, technical or academic qualifications that the Applicant would ideally have to undertake the role or the training that they should ideally have received Proficiency in ICT; A recognised teaching qualification, or the desire to achieve one. The categories of work or organisations, types of achievements and activities that would be likely to contribute to success in the role. Experience of teaching; Experience of encouraging creative writing. Skills The skills required by the Applicant to perform effectively in the role. Communication of concepts in English in an articulate, positive and sensitive way; Ability to use a range of teaching strategies to enthuse the full range of abilities; Understanding of the interests and concerns of children; Good time management and organisation skills; Attention to detail. The skills that would enhance effective performance in the role. Empathy; Ability to use own initiative; Intellectual curiosity. 6 Q
Knowledge Personal competencies and qualities April 2017 The knowledge required by the Applicant to perform effectively in the role. A deep and infectious subject knowledge and the ability to communicate it; The ability to apply personal knowledge and experience to the subject; An awareness of current trends and challenges in English teaching. The personal qualities that the Applicant requires to perform effectively in the role and to ensure that the Applicant safeguards and promotes the welfare of children and young people Motivation to work with children and young people; Ability to form and maintain appropriate relationships and personal boundaries with children and young people; Emotional resilience in working with challenging behaviours; Positive attitude to use of authority and maintaining discipline The knowledge that would enhance effective performance in the role. Knowledge of the specifications taught at Queenswood; Wide literary interests. The personal qualities that would assist the Applicant s performance further in the role. The ability to lead a cocurricular activity 7 Q