EXPIRED

Lead Teacher of English Key Stage 3 + TLR2D

Selly Park Girls' School, Birmingham, West Midlands, B29 7PH

This job expired on 5 July 2019 – see similar jobs

• Job start date

  1 September 2019

• Closing date

  5 July 2019 at 1am

• Date listed

  11 June 2019

Job details

• Job role:
  • Teacher
• Visa sponsorship: Visas cannot be sponsored
• Subject: English
• Working pattern: Full time
• Full-time equivalent salary: Main pay range 1 to Upper pay range 3, £23,720 to £39,406
• Additional allowances:

  TLR2 (£2,721 - £6,646)

Lead Teacher of English Key Stage 3 + TLR2D job summary

JOB DESCRIPTION

POST: Lead Teacher of English

SALARY: MPS/UPS + TLR2D

LINE MANAGER: The post holder is responsible to the Head Teacher in all matters and will be line-managed by the Head of Department

This job description allocates duties and responsibilities but does not direct the particular amount of time to be spent on carrying them out and no part of it may be so construed.

This job description may be amended at any time following discussion between the Head Teacher and the post holder.

SPECIFIC RESPONSIBILITIES

To undertake duties as described in the current School Teachers Pay and Conditions Document. The post is otherwise subject to the Conditions of Service for School Teachers in England and Wales, and subsequent Orders in terms of duties and working time, also any local agreements, LA Circulars and guidelines giving interpretations of teachers’ conditions of service.

To fulfill the Teachers’ Standards in England as published by the Department for Education.

GENERAL RESPONSIBILITIES:

A. STRATEGIC DIRECTION AND DEVELOPMENT OF CURRICULUM PROVISION IN THE SCHOOL

1. Strategically lead the direction of the key stage three English curriculum
2. Lead on developing a broad, balanced and engaging key stage three English curriculum
3. Write a development and improvement plan for key stage three
4. Attend line management meetings with the Head of Department
5. Analyse and interpret national from KS2 and internal data for Years 7 to 9
6. Put in a place a strategy for interventions to offset underachievement
7. Liaise with staff, parents/carers, external agencies and other schools to co-ordinate their contribution, provide maximum support and ensure continuity of provision for key stage three students in English
8. Consider the views of pupils and parents/carers and respond appropriately.

B. TEACHING AND LEARNING

1. Support and develop English teachers at key stage three
2. Develop a classroom environment and teaching practice which secure effective learning across the breadth of the curriculum and provide a professional model, clearly demonstrating effective teaching, classroom organisation and high standards of achievement, behavior and discipline;
3. Support the identification of, and provision for students with additional educational needs within the classes they teach;
4. Regularly monitor progress of students within the classes they teach which is then reflected in teaching plans;
5. Regularly evaluate the effectiveness of their teaching and learning as part of the performance management process;
6. Ensure setting of realistic and challenging expectations of students in the classes they teach;
7. Liaise effectively with staff to ensure the successful transition of students through the school;
8. Contribute fully to meetings, discussions and management systems necessary to coordinate the work of the school as a whole.

C. RELATIONSHIPS WITH STAFF

1. Achieve constructive working relationships with all staff;
2. Direct, organise and manage the work of support staff within the classes they teach;
3. Provide regular information to the Head of Department on student progress in English at key stage three

D. EFFECTIVE DEPLOYMENT OF STAFF AND RESOURCES

1. Develop a love of reading in key stage students
2. Maintain and develop class resources, co-ordinate their deployment and monitor their effectiveness in meeting teaching objectives;
3. Participate in the performance management system and agree objectives based on the School Improvement Plan, Local Authority and nationally determined targets.

E. GENERAL

1. Promote the school’s mission, aims, values and ethos, behavior policy, and other policies;
2. Perform the role of Form Tutor and carry out its attendant responsibilities;
3. Participate in the designated guidance and direction of pupils, including progress reviews and target setting meetings;
4. Contribute to the delivery of the Personal, Social, Health, and Economic Education (PSHEE), and the Careers Programme;
5. Attend assemblies, designated school function s(such as parents evenings, open evenings etc) and register the attendance of pupils;
6. Take on any additional responsibilities which might, from time to time, be determined.

The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff & volunteers to share this commitment.

As part of our recruitment process we collect and process personal data relating to job applicants. We are committed to being transparent about how we collect and use that data, meeting data protection regulations and in line with GDPR compliance.

Commitment to safeguarding

Selly Park Girls’ School is committed to safeguarding and promoting the welfare of children and young people and expects all staff to share this commitment.

We have a number of policies and procedures that contribute to our safeguarding commitment, all of which can be viewed at https://sellyparkgirls.org/policies

This job post has expired.

About Selly Park Girls' School

• School type: Local authority maintained school, ages 11 to 16
• Education phase: Secondary
• School size: 793 pupils enrolled
• Age range: 11 to 16
• Ofsted report: View Ofsted report (opens in new tab)
• School website: Selly Park Girls' School website (opens in new tab)
• Email address: s.bunn@sellyparkgirls.org
• See more jobs: teaching-vacancies.service.gov.uk/organisations/selly-park-girls-school (opens in new tab)

Selly Park Girls’ School is a high performing 11-16 school in the south of Birmingham with a proven record of GCSE success.

We are a school where we put students at the centre. We want every student to be kind to others, aspirational and ambitious in what they can achieve. We want to ensure that our students can reach their potential in a supportive, inclusive and nurturing environment. This is reflected in our four pillars school ethos.

We attract staff who are committed to making a difference in the lives of our pupils. From teachers, governors and senior leaders to administrators and support staff. Everyone has a role to play in the success of the school.

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