Teacher of History Bishop Barrington School A Sports with Mathematics College, Bishop Auckland, County Durham

Job description

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 associated with teacher standards

Set high expectations which inspire, motivate and challenge pupils
• to establish a safe and stimulating environment for pupils, rooted in mutual respect
• to set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• to demonstrate consistently the positive attitudes, values and behaviour which are expected of
pupils.

Promote good progress and outcomes by pupils
• to be accountable for pupils’ attainment, progress and outcomes
• to be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• to guide pupils to reflect on the progress they have made and their emerging needs
• to demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• to encourage pupils to take a responsible and conscientious attitude to their own work and study.

Demonstrate good subject and curriculum knowledge
• to have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain
pupils’ interest in the subject, and address misunderstandings
• to demonstrate a critical understanding of developments in the subject and curriculum areas, and
promote the value of scholarship
• to 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

Plan and teach well structured lessons
• to impart knowledge and develop understanding through effective use of lesson time
• to promote a love of learning and children’s intellectual curiosity
• to set homework and plan other out-of-class activities to consolidate and extend the knowledge and
understanding pupils have acquired
• to reflect systematically on the effectiveness of lessons and approaches to teaching
• to contribute to the design and provision of an engaging curriculum within the relevant subject
area(s).

Adapt teaching to respond to the strengths and needs of all pupils
• to know when and how to differentiate appropriately, using approaches which enable pupils to be
taught effectively
• to have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how
best to overcome these
• to 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
• to 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.

Make accurate and productive use of assessment
• to know and understand how to assess the relevant subject and curriculum areas, including statutory
assessment requirements
• to make use of formative and summative assessment to secure pupils’ progress
• to use relevant data to monitor progress, set targets, and plan subsequent lessons
• to 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
• to 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
• to have high expectations of behaviour, and establish a framework for discipline with a range of
strategies, using praise, sanctions and rewards consistently and fairly
• to manage classes effectively, using approaches which are appropriate to pupils’ needs in order to
involve and motivate them
• to maintain good relationships with pupils, exercise appropriate authority, and act decisively when
necessary.

Fulfil wider professional responsibilities
• to make a positive contribution to the wider life and ethos of the school
• to develop effective professional relationships with colleagues, knowing how and when to draw on
advice and specialist support
• to deploy support staff effectively
• to 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.

Signatures:

Post Holder .......................………………………………………… Date: ………………

Headteacher / Line Manager ………………………………………. Date: ……………….

Essential educational requirements

Qualified Teacher Status QTS

Essential qualifications

Qualified Teacher Status QTS

Essential skills and experience

• Excellent classroom management
• Ability to work independently and as part of a team
• Excellent communication and interpersonal skills


About Bishop Barrington School A Sports with Mathematics College

Address
Woodhouse Lane, Bishop Auckland, County Durham, DL14 6LA
Phase
Secondary
Type
LA Maintained School
Website
Bishop Barrington School A Sports with Mathematics College website (opens in a new window)