Teacher of English with whole school responsibility for Reading & Oracy
To contribute to the continued development of an effective and strong Academy through the demonstration of our moral purpose and guiding principles on a daily basis.
To demonstrate belief in the role of the Academy in developing citizens for the future. Display a commitment to the education, needs and rights of all students. To develop supportive relationships with staff, parents, other establishments within the Trust, and the broader community.
To meet the professional standards for teachers at the relevant skill level descriptor. To carry out duties of a teacher in accordance with the provisions of the School Teachers’ Pay and Conditions Document.
Reports to: Curriculum Leader for English
To show support and complement the skills and leadership of the Curriculum Leader in order to raise standards of academic study across the curriculum. To display strategic, proactive and measured leadership. To deliver and develop, amongst colleagues, outstanding teaching and learning on a daily basis.
• Demonstrate knowledge and understanding of the Academy’s aims, priorities, targets and action plans.
• Embrace the Academy’s moral purpose and the department’s mission statement to lead the personal and educational development of students across English and communicate a clear vision for development to staff.
• Support a culture and team ethic - between both staff and pupils - to secure expected levels of progress and a growing percentage of pupils achieving above expected progress from their starting points.
• Support in the assessment, recording and reporting of students’ personal and educational development in order to raise standards.
• Work collaboratively with the Curriculum Leader, plus subject leaders of English Literature/Language and KS3.
• Demonstrate understanding of how reading and oracy can have a whole school impact.
• Leading the whole school reading curriculum and managing the team of teachers responsible for delivering it
• Working closely with the school librarian to create enrichment and extra- curricular opportunities.
• Use and disseminate reading data to support staff across the school, and for them to lead reading through oracy.
Planning and Setting Expectations
• Maintain the involvement of relevant staff, short, medium and long term plans for the development and resourcing of the reading curriculum which:
• Contribute to whole-school aims, policies and practices including those in relation to behaviour, discipline, bullying and racial harassment.
• Are based on a range of comparative information and evidence, including the attainment, behaviour and attendance of students.
• Identify realistic and challenging targets for improvement.
• Are understood by all those involved in putting the plans into practice.
• Are clear about action to be taken, timescales and criteria for success.
• Focus expectations on securing:
• High levels of Academy attendance.
• Positive behaviour and attitudes to school.
• Continual progress in educational achievement.
• An annual Development Plan reflecting the main school priorities, and a review of the progress made towards achieving targets throughout the year.
Teaching and Managing Student Learning
In conjunction with the Curriculum Leader ensure:
• Appropriate teaching and learning methods meet the needs of different students.
• Students are challenged in their lessons and that work is provided at an appropriate level for all individuals.
• The use of appropriate teaching and learning strategies will raise the personal and educational achievement of individual students.
• A wide-range of enrichment activities that provide cultural capital are offered to enhance the teaching of reading.
Assessment and Evaluation
• Support in the analysis and interpretation of relevant national, local and Academy data, research and inspection evidence to inform policies, practices, expectations, targets and personal and educational development methods.
• Maintain clear policies and practices for assessing, recording and reporting on students’ personal and educational achievement, and for using this information to recognise achievement and to assist students in setting targets for further improvement.
• Ensure that information about students’ personal and educational development in previous classes is used effectively to secure good progress.
• Use data effectively to identify students who are underachieving and, where necessary, create and implement effective plans of action to support those students.
• Use clear and appropriately challenging targets for students’ personal and educational development, and evaluate progress and achievement by all students.
• In conjunction with the curriculum leader, monitor the work of the team who deliver reading to ensure that students are given clear feedback and feed forwards targets to improve personal and educational development.
Relationship with Parents and the Wider Community
• Where appropriate, liaise with other agencies.
• Develop effective links with local community groups in relation to reading.
Managing own Performance and Development
• Model high levels of integrity and be able to maintain and develop a cohesive team based on mutual respect.
• Prioritise and manage own time effectively, particularly in relation to balancing the demands made by teaching, management and involvement in school development as a middle leader.
• Achieve challenging professional goals.
• Take responsibility for their own professional development.
• Demonstrate an awareness of national priorities and how they will impact on English Language and Literature.
• Demonstrate awareness and respond to updates from the examination board.
Managing and Developing Staff and other Adults
You will be expected to:
• Help staff to achieve constructive and effective working relationships with students.
• Provide support to teachers and other staff in managing the individual needs of students, particularly those who do not easily gain access to the curriculum.
• Develop constructive working relationships with staff, devolving responsibilities and delegating tasks, appropriately evaluating practice and developing an acceptance of accountability.
• To lead and maintain the reading curriculum.
• Explore opportunities to develop or incorporate new resources from a wide range of sources to enrich the curriculum.
• Implement policies and practices for the Academy, which reflect the Academy’s moral purpose.
Other Professional Requirements
• Attend and participate in Academy meetings.
• To ensure daily practices are compliant with GDPR.
• Take an active part in the Academy’s enrichment programme.
• From time to time carry out reasonable duties as requested.
This job description will be reviewed annually and may be subject to amendment or modification at any time after consultation with the post holder. It is not a comprehensive statement of procedures and tasks but sets out the main expectations of the Academy in relation to the post holders professional responsibilities and duties.
Essential educational requirements
Degree in relevant subject
Evidence of appropriate professional development.
Degree in relevant subject
Evidence of appropriate professional development.
Essential skills and experience
Evidence of leading a team on successfully raising standards of attainment at KS3 and or KS4.
Relevant teaching expertise, either through employment or as a trainee teacher
Evidence of teaching in a maintained comprehensive school
Experience of working with external partners in the delivery of an enhanced curriculum
Evidence of consistently achieving excellent outcomes for children
Shows a clear and detailed understanding of what will be involved in addressing the key tasks in the job description.
Proven success of delivering lessons addressing the needs of all students.
Excellent curriculum knowledge, and a willingness to engage in curriculum innovation.
Commitment to the use of Information and Communications Technology or teaching and administration purposes
About Witton Park Academy
- Buncer Lane, Blackburn, Lancashire, BB2 6TD
- Witton Park Academy website (opens in a new window)