Strategic Leader of Mathematics (Senior Teacher)
Bishop Barrington School A Sports with Mathematics College, Bishop Auckland, County Durham, DL14 6LAThis job expired on 15 February 2019 – see similar jobs
Job start date
1 April 2019
Closing date
15 February 2019 at 12am (midnight)
Date listed
14 January 2019
Job details
Job role
- Teacher
Visa sponsorship
- Visas cannot be sponsored
Subject
- Mathematics
Working pattern
- Full time
Full-time equivalent salary
- Upper pay range 1 to Upper pay range 3, £35,927 to £38,633
Additional allowances
TLR1b + £5,000 (R&R allowance, subject to annual review)
Strategic Leader of Mathematics (Senior Teacher) job summary
Introduction
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.
Roles and Responsibilities
TLR
• To provide strategic leadership for the MATHS department, to ensure a continuous focus on raising standards and to support the school’s Progress From Day One strategy.
• To ensure that the curriculum in the MATHS department is broad, balanced and well informed by current research and development in the subject; that the curriculum matches pupils’ needs and ensures effective continuity and progression in pupils’ learning. Developing an appropriate program of study at both KS3 / KS4.
• To ensure that teachers have a clear understanding of the value of their subject and communicate it effectively to pupils.
• To ensure that the MATHS department teaching team uses an appropriate range of resources and teaching strategies to promote at least good learning across all aspects of the subject.
• To ensure that processes of self evaluation of all aspects of the department’s work are robust and systematic, leading to effective improvement planning.
• To ensure that the assessment practices of the department are in keeping with school policy and support the learning and progress of students.
• To ensure that performance management processes align with whole school and department priorities and objectives and that CPD supports both individual and team development.
• To support the Gold Classroom Team in embedding gold classroom standards in a designated year group.
• To fulfil responsibilities within a negotiated whole school role.
Roles and responsibilities associated with UPR standards
Leading and managing staff
• To enable all teachers to achieve expertise in planning for and teaching in Maths through example, support and by leading or providing high quality professional development opportunities;
• To demonstrate an excellent ability to advise and support other teachers;
• To provide clear feedback, good support and sound advice to others;
• To provide examples, coaching and training to help others become more effective in their teaching;
• To help others to evaluate the impact of their teaching on raising pupils' achievement;
• To ensure that the head teacher, SLT and governors are well informed about policies, plans, priorities and targets for the area and that these are properly incorporated into the school development plan.
Curriculum Development
• To undertake any agreed whole school or departmental responsibility.
• Contribute significantly, where appropriate, to implementing whole school policies, and promote collective responsibility for their implementation.
• To develop and implement policies and practices which reflect the school’s commitment to high achievement through effective teaching and learning;
• To develop plans for the area / aspect of work which identify clear targets, time-scales and success criteria for its development and/or maintenance in line with the school development plan;
Planning, Teaching and Class Management
• To be responsible for a teaching commitment including assessment and reporting; ensuring pupils acquire and consolidate knowledge, skills and understanding appropriate to the subject taught;
• Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning and behaviour management strategies, including how to personalise learning to provide opportunities for all learners to achieve their potential.
• To plan learning sequences/lessons that are effective and consistently well-matched to learning objectives and the needs of learners and which integrate recent developments, including those relating to subject/curriculum knowledge.
• Have teaching skills which lead to learners achieving well relative to their prior attainment, making progress as good as, or better than, similar learners nationally.
• To undertake a review of teaching of the subject area and to participate in further training and professional development.
• To ensure continuity and progression in the area / aspect of teaching by supporting colleagues in choosing the appropriate sequence of teaching and teaching methods and setting clear learning objectives through an agreed scheme of work, developed in line with the school development plan;
Monitoring, Assessment, Recording, Reporting
• To assess how well learning objectives have been achieved and use them to improve specific aspects of teaching;
• To mark and monitor pupils' work and set targets for progress;
• To assess and record pupils' progress systematically and keep records to check work is understood and completed, monitor strengths and weaknesses, inform planning and recognise the level at which the pupil is achieving;
• undertake assessment of students as requested by examination bodies, departmental and school procedures;
• To prepare and present informative reports to parents.
• Have up-to-date knowledge and understanding of the different types of qualifications and specifications and their suitability for meeting learners’ needs.
• To monitor progress and evaluate the effects on teaching and learning by working alongside colleagues, analysing work and outcomes.
• To evaluate the teaching in the area / aspect of work by the monitoring of teachers' plans and through work analysis, identify effective practice and areas for improvement, and take appropriate action to improve further the quality of teaching.
Pastoral Duties
• To fulfil responsibilities within a negotiated whole school pastoral role.
Team working & Collaboration
• To promote collaboration and work effectively as a team member.
• To contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice, and providing advice and feedback
Commitment to safeguarding
Our organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults. We expect all staff, volunteers and trustees to share this commitment.
Our recruitment process follows the keeping children safe in education guidance.
Offers of employment may be subject to the following checks (where relevant):
childcare disqualification
Disclosure and Barring Service (DBS)
medical
online and social media
prohibition from teaching
right to work
satisfactory references
suitability to work with children
You must tell us about any unspent conviction, cautions, reprimands or warnings under the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975.
About Bishop Barrington School A Sports with Mathematics College
- School type
- Local authority maintained school, ages 11 to 16
- Education phase
- View all Secondaryjobs
- School size
- 762 pupils enrolled
- Age range
- 11 to 16
- Ofsted report
- View Ofsted report (opens in new tab)
- Email address
- mike.bennett@bishopbarrington.net
School location
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