Lead Practitioner Geography Southmoor Academy, Sunderland, Tyne and Wear

Job description

Job Purpose:
• Raise achievement in Geography at GCSE.
• Provide role model of outstanding teaching.
• Support SLT and subject Leader in raising achievement across the school.

PREAMBLE
• Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

PART ONE: TEACHING

Responsibilities may include:
• Work with the assistant head and the team of lead practitioners to lead the development of teaching and learning across the school and the trust by:
• Coaching colleagues.
• Monitoring and supporting teacher support plans.
• Supporting and monitoring the quality of marking and feedback across the department and whole school.
• Leading departmental and whole school inset sessions.
• Helping to lead the teaching and learning group.
• Leading the piloting of new ideas and approaches.
• Supporting colleagues to implement new ideas and approaches.
• Supporting literacy and numeracy across the curriculum.
• Assisting the subject leader in managing, monitoring and supporting the consistent application of all school policies through subjects and courses delivered within the area by
• Leading the development of ks4 schemes of work.
• Leading the development of lesson plans and banks of resource materials.
• Assisting with monitoring the consistency of delivery of your subject at ks4.
• Assisting with the monitoring of consistent assessment reporting and recording procedures.
• Leading the training and staff development within your subject to ensure the correct and most appropriate delivery of the course.
• Producing subject specific information for your subject’s handbook and other documents.
• Advising the subject leader about resources.
• Advising the subject leader about assessment registration and requirements (where appropriate).
• Working with the subject leader to review the performance of the subject.
• Assisting with the implementation and monitoring of procedures to ensure the consistent application of school policy regarding homework.
• Promoting the subject positively within the school – with pupils, parents and staff members.

1. Set high expectations which inspire, motivate and challenge pupils

• Establish a safe and stimulating environment for pupils, rooted in mutual respect
• Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

2. Promote good progress and outcomes by pupils

• Be accountable for pupils’ attainment, progress and outcomes
• Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• Guide pupils to reflect on the progress they have made and their emerging needs
• Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• Encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge

• Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
• Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well structured lessons

• Impart knowledge and develop understanding through effective use of lesson time
• Promote a love of learning and children’s intellectual curiosity
• Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• Reflect systematically on the effectiveness of lessons and approaches to teaching
• Contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

5. Adapt teaching to respond to the strengths and needs of all pupils

• Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

6. Make accurate and productive use of assessment

• Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• Make use of formative and summative assessment to secure pupils’ progress
• Use relevant data to monitor progress, set targets, and plan subsequent lessons
• Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

7. Manage behaviour effectively to ensure a good and safe learning environment

• Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional responsibilities

• Make a positive contribution to the wider life and ethos of the school.
• Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.
• Deploy support staff effectively.
• Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
• Communicate effectively with parents with regard to pupils’ achievements and well-being.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

• Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

- Treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
- Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions.
- Showing tolerance of and respect for the rights of others.
- Not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.
- Ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.

• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.

• Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
• To undertake any other duties commensurate with the post.

Professional Values and Practice:
• Having high expectations of all pupils; respecting their social, cultural, linguistic, religious and ethnic backgrounds; and being committed to raising their educational achievement.
• Treating pupils consistently with respect and consideration, and being concerned with their development as learners.
• In line with the school's policy and procedures, using behaviour management strategies which contribute to a purposeful learning environment.
• Working collaboratively with colleagues as part of a professional team; and carrying out roles effectively, knowing when to seek help and advice from colleagues.
• Reflecting upon and seeking to improve personal practice.
• Working within schools policies and procedures and being aware of legislation relevant to personal role and responsibility in the school.
• Recognising equal opportunities issues as they arise in the schools and responding effectively, following schools policies and procedures.
• Building and maintaining successful relationships with pupils, parents/carers and staff.

Accountability of the post
The postholder:
• Must promote and safeguard the welfare of the children and young people that they are responsible for, or come into contact with.
• Must act in compliance with data protection principles in respecting the privacy of personal information held by the School.
• Must comply with the principles of the freedom of information act 2000 in relation to the management of School records and information.
• Must carry out his or her duties will full regard to the school’s Equal Opportunities Policy, Code of Conduct and all other school policies.
• Must comply with the school’s Health & Safety rules and regulations and with Health & Safety legislation.

Essential educational requirements

• Relevant Degree

Essential qualifications

• QTS

Essential skills and experience

Proven experience of delivering good or better exam results in GCSE Geography. This must be clearly evidenced.
A passion for Teaching & Learning
Enthusiasm for Geography
Knowledge of current Geography curriculum development
Experience in aspects of the use of ICT to enhance teaching
A performance orientation-the ability to set targets and achieve them
Good communication and interpersonal skills
High level of enthusiasm and drive
Excellent team player
Empathetic and the ability to raise aspirations and motivate others
Identify, analyse and resolve problems and issues, both independently and with others
Develop plans with innovative and effective solutions
Evaluate results and identify necessary action
Make fact-based decisions under stressful circumstances
Be adaptable
Ambitious for self and pupils
Desire for rapid recognition and promotion
Impatient for improvement
Results focused
Determination to improve the lives of young people
Patient with children


About Southmoor Academy

Address
Ryhope Road, Sunderland, Tyne and Wear, SR2 7TF
Phase
Secondary
Type
Academy
Website
Southmoor Academy website (opens in a new window)