Ofertas de empleo en International Schools Partnership Limited

• Nivel de experiencia---
• Tipo de contratoPor días
• PublicadaNueva

Description

Classroom Teacher - job description

Line managed by: Head of Primary Phase or Head of Faculty/Department

Last updated: 08/07/23 Most recent update by: ROS

KEY PURPOSES

SUPPORTING ACTIONS

SUCCESS MEASURES

Deliver and contribute to developing relevant shared schemes of work that appropriately challenge all students appropriately, based on St.George vision and policies.

• Work constructively with phase partners/subject colleagues and school leadership to ensure the development of an appropriately rich and flexible curriculum to ensure excellent student achievement and appropriate challenge for all students, linked to accountability measures.
• To follow the school's ALN Policy and practice,including referral process and maintain a good knowledge of individual students, ALN needs to ensure lesson planning and delivery are meeting the needs of SEN and EAL learners.
• Engage constructively in joint planning, moderation and review
  
  

of subject SOW and assessment tasks with colleagues.

To be completed by the postholder in discussion with their line manager

Plan, deliver and evaluate lessons, using appropriate assessment that promotes good progress and outcomes for all pupils.

• To have and maintain an current and excellent subject knowledge, including relevant exam board specification and requirements, that inform classroom teaching and SOW.
• To be aware of individual pupils' prior knowledge and progress to plan and deliver effective lessons that challenge and motivate students appropriately to progress and actively engage in their learning
• To provide pupils with regular formative feedback, both orally and through accurate marking, including appropriate use of peer and self assessment and encourage pupils to respond to feedback as per St.George assessment policy.
• Undertake assessment of students following examination bodies and school procedures and contribute to external assessment processes as directed.
• To use a variety of delivery methods which will stimulate learning appropriate to student needs and demands of the syllabus, including the development of ATL and learning skills.
• Assess and record students' progress systematically, as per school policy and curriculum outlines, and keep records to monitor students progress, identify strengths and weaknesses to inform planning.
• To follow guidelines and time frames to write appropriately worded, accurate students reports that include purposeful formative learning steps and identify student attainment based on St.George assessment policy.
• To ensure the effective/efficient deployment of classroom
  
  

support as relevant.

Manage behaviour effectively to ensure a positive, safe and engaging learning environment.

• Establish and maintain clear rules and routines for behaviour in classrooms to promote positive students learning behaviour as per school learning and teaching policy.
• Create and maintain a safe, proactive and stimulating learning environment having regard for the need to safeguard pupils’ well-being, understanding and following the school´s child protection policy and practice.
• Adhere consistently to school health & safety policies.
• Take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy.
• To co-operate with other staff to ensure a sharing and effective usage of resources, maintaining resources
  
  

appropriately.

Fulfil wider professional responsibilities

• Establish effective working relationships with the St.George community, setting a good example through presentation, formal dress, and personal and professional conduct.
• Contribute to the smooth running of the school through effective participation in meetings and management systems necessary to coordinate the management of the school.
• Treating pupils and all members of the school community with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s
  
  

professional position.

Fulfil pastoral duties as a form tutor/class teacher

• As a Form Tutor or primary classroom teacher promote and monitor the general progress and well-being of individual students and of the student group as a whole and communicate regularly with respective line managers
• Register students, accompany form group/class to assemblies,
  
  

encourage their full attendance at all lessons and their

participation in other aspects of school life and deliver effectively PHSE/pastoral programme.

• Communicate, as appropriate and in time effective manner, with parents of students and persons or bodies outside the school concerned with the welfare of individual students, after
  
  

consultation with appropriate staff.

To be a reflective learner of your own and other peoples practise to continually develop your own teaching practice.

• To pro actively engage in professional development opportunities to further develop own practice, in relevant areas including subject knowledge and teaching methods.
• To find and take opportunities be a reflective learner of your own and other people's practise to continually develop yours and colleague’s teaching.
• To engage actively in the Performance Management Review
  
  

process.

Engage positively with and actively contribute to developing the wider St.George school community.

• To take part in marketing and liaison activities such as Open Evenings, Parents Evenings, and other events, as per directed time.
• To take on a role, as agreed with line management, that contributes to an aspect of school life or of subject development.
• Communicate, as appropriate, with parents of students and persons or bodies outside the school concerned with the welfare of individual students following school policy and practice.
• As appropriate, contribute to the delivery of relevant school focused information sessions to update or inform parents
  
  

regarding school priorities or practice.

It is understood that areas of responsibility are from time to time subject to review and are negotiable in light of the needs of the school and the professional development of the staff. Additional responsibilities may be required from time to time as reasonably determined.

This job description may be reviewed at the end of the academic year or earlier if necessary. In addition it may be amended at any time after consultation

with you.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.

• Nivel de experiencia---
• Tipo de contratoPor días
• Publicada26 abr.

Description

Head of Infants - Job Description

Line managed by: Head of Primary (Pastoral)

Last updated: 18/09/23

Most Recent Update By

TOD

KEY PURPOSES

SUPPORTING ACTIONS

SUCCESS MEASURES

Maintain high standards of teaching and learning across the Infants phase

• Line manage the team of classroom teachers within the phase
• Work with the SL (S&D), HoP and subject leaders to ensure there is cohesive oversight of effective learning and teaching within the phase
• Support teachers within the phase in developing teaching and learning strategies and improve practice
• Mentor and support staff in developing their own teaching practise through formal support plans and informal drop-ins and coaching, as appropriate and agreed.
• Support in quality assuring the phase with guidance from the HoP & SL(S&D)
• Coordinate trips and activities that are appropriate to the phase, following the school Trips and Excursion procedure.
  
  

To be agreed in conjunction with your line manager

Maintain and promote high standards of student behaviour across the Infants phase.

• Ensure effective implementation of the primary behaviour policy across the phase.
  
  

2 Have oversight of and ensure effective and appropriate tracking of behaviour incidents across the Infant school including regular reporting to HoP (Pastoral).

• Implement and monitor a clear coherent pastoral system linked to the school priorities and policy to support the social, emotional welfare and skills of children within the phase.
• Lead and manage the student leadership programme across the phase.
  
  

Lead and manage pastoral provision within the Infants phase.

• To take primary responsibility for the pastoral care of the students in the Infant phase of the school.
• Ensure all class teachers are aware of their pastoral role and safeguarding responsibilities.
• Effectively manage pastoral concerns within the phase to ensure that issues are timely and appropriately responded to in line with school policy or are referred to HoP (Pastoral).
• Lead and manage the house programme within the Infant phase in order to provide a range of opportunities for students to take part in.
• To Liaise the with Head of Upper and Lower Primary to ensure that practice is consistent across the school.
• Promote and implement strategies to support wellbeing across the primary school.
• To ensure an appropriate programme is in place to support students as they transition to a new phase of the Infant school as well as those transitioning in to Year 1.
  
  

Use school data to monitor and track progress of students across Infants.

• Organise regular student progress meetings to monitor and highlight students making different rates of progress and work in partnership with HoP and Subject leaders to identify actions to address concerns.
• Manage and ensure effective outcomes from the Pastoral intervention system to ensure that targeted students needs are effectively met
• Monitor attendance and punctuality across the Infant phase and follow up where necessary.
  
  

Demonstrate effective leadership of the Infant phase.

• Chair weekly staff meetings to ensure effective communication regarding phase matters.
• Establish positive working relationships with parents/carers of the Infant phase.
• In consultation with HoP(Pastoral), ensure that there is appropriate and timely communication with parents including parental concerns within the phase.
• Liaise with outside agencies as appropriate
• Organise and lead an assembly rota for the phase in coordination with the whole primary schedule.
• Ensure the accountability of department members for responsibilities assigned to them
• Mentoring or delegation of mentoring role for new department members
• Advise on and contribute to the professional development of staff, including whole school INSET provision.
  
  

In addition, the post holder will perform other duties which may be reasonably assigned from time to time

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.