Support School

Job Description

Job Description Secondary Teacher

All teaching staff need to demonstrate the skills and experience necessary to provide educational leadership within their own subject. They play a key part in raising teaching and learning standards through the quality of their own teaching and by supporting the professional development of their colleagues. We want teachers with open minds who are able to embrace and initiate new ideas. All secondary teachers are expected to support and contribute to the school development plan, commit to and model our values: be kind; be resilient; take risks; act with integrity and to be ambitious.

Knowledge and Understanding

●Demonstrate excellent subject and/or specialist knowledge.

●Have a full understanding of connections and progressions in the subject and use this in their teaching to ensure pupils make good progress.

●Understand ICT in the teaching of their subject or specialism(s).

Planning and Setting Expectations

●Demonstrate an excellent ability to plan.

●Prepare lessons and sequences of lessons with clear objectives to ensure successful learning by all pupils.

●Set consistently high expectations for pupils in their class and homework.

●Plan their teaching to ensure it builds on the current and previous achievement of pupils.

Teaching and Managing Pupil Learning

●Demonstrate an excellent ability to teach, manage pupils and maintain discipline.

●Ensure lessons are engaging and challenging for all ability levels.

●Understand and use the most effective teaching methods to achieve the teaching objectives in hand.

●Display flair and creativity in engaging, enthusing and challenging groups of pupils.

●Use questioning and explanation skilfully to secure maximum progress.

●Quickly understand students’ perceptions and misconceptions from their questions and responses.

●Develop students’ literacy, numeracy and ICT skills as appropriate within their phase and context.

●Provide positive and targeted support for pupils who have special educational needs, are very able, are from ethnic minorities, lack confidence, have behavioural difficulties or are disaffected.

●Be aware of which pupils are on the gifted and talented register, or are highly able – and provide an appropriate level of challenge for these pupils.

●Maintain respect and discipline and be consistent and fair.

Assessment and Evaluation

●Demonstrate an excellent ability to assess and evaluate, in line with the school’s assessment policy.

●Use assessment as part of their teaching to diagnose pupils’ needs, set realistic and challenging targets for improvement and plan future teaching.

●Use data (e.g. prior attainment levels, Midyis) to ensure learning is properly personalised.

Student Achievement

●Demonstrate the ability to achieve excellent results and outcomes. As a result of their teaching:

Pupils show consistent improvement in relation to prior and expected attainment.

Pupils are highly motivated, enthusiastic and respond positively to challenge and high expectations.

Pupils exhibit consistently high standards of discipline and behaviour.

Relations with Parents and Wider Community

●Demonstrate a consistent record of positive parent relationships. Ensure reporting is of an informative and consistently good standard.

●Meet assessment and reporting deadlines set by the Head of Department and the Head of Secondary School.

Managing Own Performance and Development

●Keep up-to-date in their subject(s) and/or specialism(s).

●Improve teaching through evaluating own practice in relation to pupils’ progress, school targets and inspection evidence.

Managing and Developing Staff and other Adults

●Demonstrate an ability to advise and support other teachers.

●Provide clear feedback, good support and sound advice to others.

●Share good practice with colleagues.

●Provide examples, coaching and training to help others become more effective in their teaching.

●When appropriately experienced, help others to evaluate the impact of their teaching on raising students’ achievements.

●Analyse teaching and understand how improvements can be made.

●Have highly developed interpersonal skills which allow them to be effective in schools and situations other than their own.

Managing resources

●Know how to plan and prioritise their own time and activity effectively.

Strategic leadership

●Provide a role model for pupils and other staff through their personal and professional conduct.

●Be prepared to take on the role of Form Tutor if required

●Be highly respected and able to motivate others.

●Support the broad aims of the school and of the Senior Management Team

●Promote BSKL in the community; contribute to the admissions and marketing team initiatives.

Pastoral care of students

●Play an active role in the care, wellbeing and safeguarding of all students.

●Undertake child protection and safeguarding training relevant to the role.

●Proactively act on concerns, reporting immediately using the relevant school procedures.

●Demonstrate care, empathy and respect to all students.

●Actively support and encourage students to create, develop and maintain healthy friendships.

●Actively support all school systems of recording and reporting concerns regarding student welfare, including child protection and safeguarding.

●Act as a role model to all students.

●Actively participate in the school’s House System.

●Attend trips and outdoor educational activities to support students’ personal development.

●Model good practice to students, promoting the values as set out in the NAE code of conduct.

●Consistently apply NAE & school policies, in particular the positive behaviour policy.

●Any other tasks or practices as reasonably directed by the HoD, HoY or SLT.

●Perform all form tutor duties as directed by the relevant HoY or SLT member.

●Deliver the school’s PSHE curriculum (My World): planning and collaborating with fellow tutors and HoY as necessary.

●Take the lead in mentoring the academic progress of students in their tutor group via the Academic Mentoring programme.

●Play an active and encouraging role in the transition and admission of new students to the school.

●Support, monitor and guide new students during arrival to the school.

●Consistently communicate with parents, acting as the first point of contact.

●Monitor student attendance, punctuality and progress using school systems including the school’s management information system.

●Encourage students to have high standards in dress, attitude and behaviour.

●Read and advise on written reports for the form group before publishing to parents.

●Support the HoY in writing relevant references for students.

●Any other tasks or practices as reasonably directed by the HoY or SLT.

Person Specification

Promote, embed and model at all times BSKL values. Promote and embody the NA CORE 7 Leadership Capabilities:

●Accountable – Establishes a high performing culture and accepts accountability for organisational performance;

●Strategic – Leads opportunity and is committed to continuous improvement aligned with the organisational vision and direction;

●Collaborative – Works collaboratively with others to achieve organisational outcomes;

●Entrepreneurial – Creates organisational value for diverse stakeholders;

●Enabling – Drives excellence through valuing and developing others;

●Agile – Achieves personal and organisational success within a changing, dynamic and complex environment;

●Resilient – Demonstrates personal resilience within a demanding environment of high expectations.

Updated Sept 2019 (BZ)

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