Teacher, Suitable for NQTs
£25,714 - £41,604 MPR/UPR pro rata
Are you passionate about Food and Nutrition and have the ability to deliver high quality lessons and achieve excellent results? Then come and join a high performing Art Design Technology team at Rainhill High School, including Rainhill Sixth.
We are seeking to appoint an experienced, creative and inspirational Part time Food Technology teacher for September 2021, who has a thirst for knowledge and the drive to succeed, to teach KS3 & KS4 Food Technology, in a popular and high achieving School on the edge of Merseyside.
Our School’s mission is the ‘Pursuit of Excellence’ in everything that we do and our core values; Learn, Think, Contribute, Care, embody our determination to ensure that all our students receive a first class education that enables them to take their place in society confidently.
The school has a very strong reputation locally and is significantly over subscribed.
All staff covered by STPCD
Overall Role and Remit
o To maximise the achievement of all children in your charge
o To be responsible for these children’s safety and welfare
o To assist in the development of the department and other teachers within the school.
Responsible to: Head of Subject
The following are taken from the Teachers Standards – September 2012
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.
PART ONE: TEACHING
A teacher must:
1. Set high expectations which inspire, motivate and challenge pupils;
a) Establish a safe and stimulating environment for pupils, rooted in mutual respect
b) set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
c) demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
2. Promote good progress and outcomes by pupils
a) be accountable for pupils’ attainment, progress and outcomes
b) plan teaching to build on pupils' capabilities and prior knowledge guide pupils to reflect on the progress they have made and their emerging needs
c) demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
d) encourage pupils to take a responsible and conscientious attitude to their own work and study.
3. Demonstrate good subject and curriculum knowledge
a) have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
b) demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
c) demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
4. Plan and teach well structured lessons
a) impart knowledge and develop understanding through effective use of lesson time
b) promote a love of learning and children’s intellectual curiosity
c) set homework and plan other out-of-class activities to consolidate and
d) extend the knowledge and understanding pupils have acquired
e) reflect systematically on the effectiveness of lessons and approaches to teaching
f) contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5. Adapt teaching to respond to the strengths and needs of all pupils
a) know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
b) have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
c) have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
6. Make accurate and productive use of assessment
a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
b) make use of formative and summative assessment to secure pupils’progress
c) use relevant data to monitor progress, set targets, and plan subsequent lessons
d) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
7. Manage behaviour effectively to ensure a good and safe learning environment
a) have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
b) have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
c) maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
8. Fulfil wider professional responsibilities
a) make a positive contribution to the wider life and ethos of the school
b) develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
c) deploy support staff effectively
d) take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
1. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
a) treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
b) showing tolerance of and respect for the rights of others
c) not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
d) ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
2. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
3. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
Any other duty deemed reasonable, as directed by the Headteacher.
Review of Performance
Performance Management reviews will focus on the post holders’ responsibilities. There is recognition that however good we are at our jobs, we should embrace the notion of ‘continuous improvement’.
Further details are at www.rainhillhighschool.org.uk/vacancies Please return application forms to email@example.com or Mrs Mawdsley at the above address.
Closing date for applications: 9am on Monday 15th March 2021
Interviews: Monday 22nd March 2021
Rainhill High School and Sixth Form is committed to safeguarding and promoting the welfare of children and young people as well as promoting equality of opportunity and community cohesion where the diversity of different backgrounds and circumstances is appreciated and positively valued and expects all staff, volunteers and other workers to share in this commitment.
This post is subject to a Disclosing & Barring Service Enhanced Disclosure Certificate
Applying for the job
As directed in the advertMore on how to apply
If you need these documents in an accessible format, please contact the school.