SLD/MLD Classteacher (fixed-term Spring/Summer terms 2020)
Generic Job Description for Classteachers
The appointment is subject to the conditions of employment for class teachers contained in the School Teachers’ Pay and Conditions Document, the new Teachers’ Standards (May 2012), the required standards for Qualified Teacher Status and all other relevant current legislation.
This job description may be amended at any time following discussion between the Headteacher and teacher.
Teachers are appointed to the school with responsibility for a particular group. However, a flexible attitude is required since, in some years, changes in the age group or type of need taught by teachers may be necessary.
Areas of Responsibility and Key Tasks
A. Planning, Teaching and Class Management
• Providing a stimulating, balanced and age-appropriate timetable for all students in the class group based on schemes of work in all areas
• Identifying clear teaching objectives, specifying how they will be taught and assessed.
• Setting tasks which challenge students and ensure high levels of interest.
• Setting demanding and appropriate expectations
• Setting clear targets building on prior attainment.
• Providing clear structures for lessons, maintaining pace, motivation and challenge.
• Making effective use of assessment and ensuring coverage of the programmes of study.
• Ensuring effective teaching and best use of available time.
• Ensuring effective partnership with staff supporting within and/or outside the classroom.
• Using ICT to advance learning
• Monitoring and intervening to ensure sound learning and discipline
• Using a variety of teaching methods and strategies to:
- match approach to content, structure information, present a set of key ideas and use appropriate vocabulary
- question effectively, listen carefully to students, give attention to errors and misconceptions
- select appropriate learning resources
• Ensuring students acquire and consolidate knowledge, skills and understanding appropriate to the subjects taught.
• Organising the class resources and displays to create a stimulating environment.
• Encourage students to think and talk about their learning, develop self control and independence, concentrate and persevere, and listen attentively.
• Work closely with the team leader, in leading and managing the classroom team of support and lunchtime staff to enable their time and skills to be fully used.
B. Monitoring, Assessment, Recording and Reporting
Class teachers monitor, assess and report the progress of the students by:
• Assessing how well the learning objectives have been achieved and use them to improve specific aspects of teaching.
• Devising individual education plans for each student and ensuring their implementation.
• Monitoring and evaluating students’ work and setting learning targets for their progress.
• Assessing and recording students’ progress systematically; keeping records to check that work is understood and completed; monitoring strengths and weaknesses to inform planning and recognising the level at which a student is achieving.
• Preparing and presenting informative reports to parents/carers, including the annual summative reports addressed at each students annual review meeting.
C. Other Professional Requirements
• Have a working knowledge of teachers’ professional duties and legal liabilities e.g. equal opportunities.
• Operate at all times within the stated polices and practices of the school.
• Establish effective working relationships and set a good example through their presentation and personal and professional conduct.
• Contribute to the corporate life of the school through effective participation in meetings and management systems necessary to coordinate the management of the school.
• Liaise fully with other professionals involved with each student in order to devise and monitor learning programmes.
• Attend staff meetings and other curriculum workshops.
• Take responsibility for their own professional development and duties in relation to school policies and practices
• Liaise effectively with parents/carers and governors when required
• Manage and direct any student or volunteer assigned to the class.
• Take responsibility for the coordination of a curriculum area within the school.
• Accept any reasonable additional responsibilities which might from time to time be determined.
D. PMLD Teacher Role
• To establish and deliver a coherent and appropriate curriculum for a group of PMLD students and to lead the teaching and learning activities within the Learning Support base.
• To provide assessment, support and guidance for PMLD students.
• Provide reports for learners, parents, LA and other external agencies (as required).
• To plan and when appropriate deliver individual and group learning programmes and support as a result of assessment.
• To complete documentation to appropriate professional/sector standards.
• To raise staff and student awareness of PMLD.
• To keep up to date with current developments in supporting students with PMLD.
• To liaise with parents/carers where appropriate to ensure that support needs are identified early and can be met effectively.
• To maintain records of the support provided for PMLD students and the impact on their progress and attainment.
• To work flexibly in the interests of the organisation as required.
• To participate in school review and performance management processes and to act as a team leader where appropriate.
• To play an active role in planning for the future development of the Inclusion faculty through team training events/meetings.
• To identify the training needs of Inclusion staff working within the Learning Support department and deliver appropriate INSET.
• To support and maintain the moral and social ethos of the school.
• To promote the work of the school to other interested parties.
Essential educational requirements
A* - C GCSE English and Maths
QTS, QTLS or working towards QTLS
Essential skills and experience
We are looking for a teacher with some experience of teaching SEND students (preferably in a special school).
Teacgers appointed to the school automatically receive the lower SEN allowance and there are mechanisms in place to proceed to the higher allowance through evidence of successful curriculum development.
Free local parking
About Riverside School
Riverside is a successful, 142-place Haringey LA secondary special school. From year to year about two-thirds of our student population have a diagnosis of autism. The school is located on the same site as Woodside High School which enables a range of inclusive activities to take place between the schools. The school provides: • 128 Main School places for students (aged 11-16 in Teams 1-3, and 11-19 in Team 4) from across Haringey with a wide range of general, complex, severe and profound and multiple learning difficulties – including those with a wide range of language and communication needs. • 14 Learning Centre places (Team 5) for students aged 15-19 experiencing significant barriers to their prior learning, be they medical, emotional or behavioural.
- White Hart Lane, London, N22 5QJ
- Not Applicable
- Special School
- Riverside School website (opens in a new window)