|Job role||Teacher, Suitable for NQTs|
|Working pattern||Full-time only|
|Salary||MPR / UPR|
This job description should be read alongside the range of duties of teachers set out in the annual School Teachers’ Pay and Conditions Document.
Teachers paid on the Upper Pay Range (UPR) have been assessed as ‘highly competent’ in all elements of the Teachers’ Standards and their achievements and contribution to the Academy are expected to be substantial and sustained.
Members of staff should at all times work within the framework provided by the Academy’s policy statements to fulfil the general aims and objectives of the Academy’s Leading Learning Plan.
DEVELOPING PROFESSIONAL AND CONSTRUCTIVE RELATIONSHIPS
• Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting supportive and constructive relationships with them.
• Communicate promptly and effectively with parents and carers, conveying timely and relevant information about attainment, objectives, progress and well-being.
• Have a commitment to collaboration and co-operative working.
• Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.
WORKING WITHIN THE LAW AND FRAMEWORKS
• Maintain an up-to-date knowledge and understanding of the professional duties of teachers and the statutory framework within which they work, and contribute to the development, implementation and evaluation of the policies and practice of their workplace, including those designed to promote equality of opportunity.
• Know the current legal requirements, national policies and local guidance on the safeguarding and promotion of the well-being of children and young people, including reading and implementing the academy’s key safeguarding materials which include:
o The Academy’s Child Protection Policy,
o The Academy’s Positive Discipline and Behaviour policy
• Familiarise yourself with the content within Appendix A of: ‘Keeping Children Safe in Education’
• Have responsibility for registering students and reporting any students missing following the Academy protocol
• Know how to identify potential child abuse and follow safeguarding procedures.
• Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for special support.
• Evaluate your performance and be committed to improving your practice through appropriate professional development (i.e. training, mentoring etc.)
• Have a creative and constructively critical approach towards innovation; being prepared to adapt your practice where benefits and improvements are identified.
• Review the effectiveness of your teaching and its impact on learners’ progress, attainment and well-being refining approaches where necessary.
• Plan for progression across the age and ability range they teach, designing effective learning sequences within lessons and across series of lessons informed by secure subject/curriculum knowledge.
• Adhere to departmental and/or Trust-wide, curriculum and examination rubric mapping and iterative assessment schedules
• Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context.
• Teach challenging, well-organised lessons and sequences of lessons across the age and ability range in which you teach and :
o Use an appropriate range of teaching strategies and resources, including e-learning, which meet learners’ needs and take practical account of diversity and promote equality and inclusion.
o Build on the prior knowledge and attainment of those you teach in order that learners meet learning objectives and make sustained progress
o Develop concepts and processes which enable learners to apply new knowledge, understanding and skills.
o Adapt your language to suit the learners you teach, introducing new ideas and concepts clearly, and using explanations, questions, discussions and plenaries effectively.
o Embrace Trust Teaching and Learning strands of consistency such as the incorporation of the Purple Zone
• Teach engaging and motivating lessons informed by well-grounded expectations of learners and designed to raise levels of attainment.
• Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.
• Provide learners, colleagues, and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas of development.
• Provide learners with regular, sharp, diagnostic marking and feedback in line with the Academy’s marking and feedback policy. Create opportunities for learners to respond to the feedback which is then checked, acknowledging progress or addressing further misconceptions.
• Use the marking and feedback process to develop well informed strategic seating interaction plans which adhere to the Trust’s strands of consistency
• Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners.
• Use assessment as part of their teaching to diagnose learners’ needs, set realistic and challenging targets for improvement and plan future teaching.
• Establish a purposeful and safe learning environment which complies with current legal requirements, national policies and guidance on the safeguarding and well-being of children and young people so that learners feel secure and sufficiently confident to make an active contribution to learning and to the Academy.
• Manage learners’ behaviour constructively by establishing and maintaining a clear and positive framework for behaviour management, in line with the Academy’s behaviour policy.
• Promote learners’ self-control, independence and cooperation through developing their social, emotional and behavioural skills.
PROFESSIONAL KNOWLEDGE AND UNDERSTANDING
• Have a good, up-to-date working knowledge and understanding of a range of teaching and learning strategies and know how to use and adapt them, including how to personalise learning to provide opportunities for all learners to achieve their potential.
• Know the assessment requirements and arrangements for the subjects/curriculum areas you teach, including those relating to public examinations and qualifications.
• Know a range of approaches to assessment, including the importance of formative assessment.
• Know how to use local data to evaluate the effectiveness of your teaching, to monitor the progress of those you teach and to raise levels of attainment.
• Have a secure knowledge and understanding of subjects/curriculum areas and related pedagogy including: the contribution that your subjects/curriculum areas can make cross-curricular learning; and recent relevant developments.
• Know and understand the relevant statutory and non-statutory curricula and frameworks, including those provided through the National Strategies, for your subjects/curriculum areas and other relevant initiatives across the age and ability range they teach.
• Know how to use skills in literacy, numeracy and ICT to support teaching and wider professional activities.
• Understand how children and young people develop and how the progress, rate of development and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.
• Know how to make effective personalised provision for those you teach and how to take practical account of diversity and promote equality and inclusion in your teaching.
• Know when to draw on the expertise of colleagues, such as those with responsibility for the safeguarding of children and young people and special educational needs and disabilities, and to refer to sources of information, advice and support from external agencies.
• Hold positive values and attitudes adopt high standards of behaviour in your professional role.
• Carry out the duties and responsibilities of the post, in accordance with the Academy’s Health and Safety Policy and relevant Health and Safety Guidance and Legislation.
• Take responsibility for safeguarding and promoting the welfare of children.
• Use information technology systems as required to carry out the duties of the post in the most efficient and effective manner.
• Undertake training and professional development as appropriate.
• Undertake other duties appropriate to the post that may reasonably be required from time to time.
Applying for the job
If you are interested in joining us, an Application Pack (including Job Description and Person Specification) is also available to download from https://www.tgat.org.uk/jobs/, by email at firstname.lastname@example.org or by telephone on 0113 2630741.
Please note if you submit an electronic application we will not require a hard copy. CVs are not accepted.
Closing date: 9am, Monday 28 September 2020.
Interview date: Friday 2 October 2020.
|School size||1358 pupils enrolled|
|Age range||11 to 18|
|Ofsted report||View Ofsted report|
|School website||The Farnley Academy website (opens in a new window)|
About The Farnley Academy
As part of The GORSE Academies Trust, The Farnley Academy underwent a remarkable transformation over three years to become one of the most improved schools in England. In December 2013, the excellence of our work was recognised by OFSTED which judged the Academy to be Outstanding in all areas. Inspectors reported that '…the quality of teaching is outstanding. Much is inspirational. As a result, students display a rare thirst for learning and an eagerness to succeed.' In addition, inspectors noted ‘Newly qualified teachers are able to improve their teaching skills very quickly and effectively as a result of the excellent role models in the school and the excellent support available to them from experienced colleagues’.
In 2015, The Farnley Academy became a Teaching School. Working in alliance with a range of partners, we actively seek opportunities to raise standards in education through research and development, initial teacher training, school-to-school support and continuing professional development. The GORSE Farnley Teaching Schools Alliance has quickly established a reputation for profoundly improving student outcomes in other schools, particularly in English, Mathematics and Science.
In 2016 the Academy was awarded the prestigious World Class Schools Quality Mark, becoming one of only 50 schools across England to have secured this status. Awarded only to schools whose students are able to demonstrate they have world class attributes and qualities, we are hugely proud of this achievement and what it says about our young people, their aspirations, creatively, sense of community and pride in their academy.
Our mission is simple – to create an environment which is free from cynicism and unwilling to put limits on what young people can achieve. If you share our vision, this is the opportunity you have been waiting for. Applications are welcome from experienced teachers seeking a new challenge and from colleagues hoping to secure their first post.
Arranging a visit to The Farnley Academy
If you would like to know more about The Farnley Academy, please visit our website at www.farnley.leeds.sch.uk or call 0113 2630741
Chapel Lane, Leeds, West Yorkshire, LS12 5EU