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Teacher of English ( Secondary)

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The British School of Almeria
Almeria, Spain
Date Added: Oct 25, 2022

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Job Title:  Teacher of English ( Secondary)

Reporting to:  The Headteacher


LOCATION: The British School of Almeria, Roquetas de Mar. (Spain)

BACKGROUND:  The British School of Almeria was founded in 2007, under the original name of St. George's School and formed part of a group of 5 schools in Malaga, Almeria, Seville, Madrid and Barcelona.  St. George Andalucía was purchased by the International School Partnership in July 2018 and our school in Roquetas de Mar was officially renamed to The British School of Almería in March 2019.

The International Schools Partnership (ISP) is a growing group of committed colleagues in schools around the world. Learning is at the heart of everything we do for our students, colleagues and parents. We are committed to getting better, all the time.

ISP has now expanded to over 50 schools delivering multiple curricula and building on local brands and reputations, located across the globe. 


  • Adhere to global ISP Principles and follow the criteria set out in the ISP Teacher Role Profile (also attached)

  • Be accountable for leading, managing and developing teaching and learning in your subject area  in line with age-related curriculum objectives and school policies

  • This post receives 20% of the teaching timetable as PPA time (8/40 periods of 40 minutes) during which staff may be asked to cover for absences when needed.

  • A Head of Department role may be available for the right candidate


  • Be responsible for supporting other members of staff to develop their expertise in planning and teaching in your curriculum area

  • Record, analyse and interpret data, in partnership with the Senior Leadership Team, in order to set targets to raise levels of achievement and take action as appropriate within your own subject area

  • Take responsibility for aspects of learning development in English,  contributing towards a whole school Learning Improvement Process  (LIP) and to the elaboration of an annual School Improvement Plan (SIP) by producing subject specific policies and action plans


Effective planning, teaching and class Management, to teach across all Key stages (3-5) within the Secondary department by planning their teaching to achieve progression of learning through:

  • Identifying clear teaching objectives and specifying how they will be taught and assessed;
  • Setting engaging tasks which challenge pupils and ensure high levels of interest
  • Establishing high expectations of all pupils;
  • Providing regular verbal and written feedback and setting clear targets, building on prior attainment and encouraging reflection to improve learning;
  • Identifying SEN or very able pupils and ensuring their needs are met and that learning tasks are differentiated accordingly;
  • Provide clear structures for lessons setting clear objectives and maintaining pace, motivation and challenge;
  • Make effective use of assessment and ensure coverage of topics, yearly objectives and exam syllabi,
  • Ensure teaching strategies are used to maximise the quality and quantity of learning which takes place in the classroom;
  • Monitor and intervene to ensure effective learning and high standards of behaviour;
  • Ensure pupils both acquire new learning and are given ample opportunities to consolidate knowledge, skills and understanding appropriate to the subject taught;
  • Evaluate their own teaching critically to improve effectiveness and encourage pupils to reflect and feedback on their learning experience in this subject.


  • Assess how well learning objectives have been achieved and use them to improve specific aspects of teaching;
  • Regularly review and correct pupils' work and set targets for progress;
  • Assess and record pupils' progress systematically and keep records to check work is understood and completed in order to  monitor individual progress and inform future planning;
  • Develop and apply clear criteria to when awarding grades and attainment levels to pupils;
  • Carefully prepare and record data to be included in pupil progress reports and to present to parents when required at formal parent consultations.


  • Effectively carry out the role of a form tutor, attending to the needs to an allocated class group
  • Be the first point of contact for parents of their tutor group, managing any concerns or issues raised in a timely manner;
  • Monitor the welfare and general well-being of each member of the form;
  • Carry out termly reviews and set targets to improve progress, supported by their associate tutor;
  • Address any pupil concerns raised by the subject teachers;
  • Promote the school values and encourage and ensure compliance to school rules;
  • Accurately record attendance and punctuality data and report any concerns to the Key Stage Leader/Pastoral Leader;
  • Prepare and deliver the PSHE curriculum as directed by the Pastoral Leader;
  • Help to plan and participate in class  assemblies during the school year.


  • Adhere to and promote school policies and procedures, e.g. Behaviour for Learning, Anti-bullying, Health & Safety, Safeguarding etc.;
  • Work with the secondary department by sharing ideas on good practice;
  • Keep up to date with developments in teaching practice and methodology;
  • Share playground and lunchtime duties and responsibilities with other members of the secondary team;
  • Participate in continued professional development;
  • Be an active member of the the school community to support its vision, school values and its dedication to Constantly “getting better” and promoting amazing learning opportunities


  • To lead in and contribute to the planning of English teaching across the secondary department;
  • To help to promote the use of English across the school and further develop English language activities within the school;
  • To support the use of the school library and promote reading as a key element of effective language acquisition;
  • To ensure that the English department is adequately resourced to meet pupil needs and course requirements;
  • To create an inspiring learning environment for English learning within the department;
  • To enhance and help to constantly develop learning schemes for English across secondary.


Whilst every effort has been made to explain the main duties and responsibilities of the post, each individual task undertaken may not be identified.

This job description is current at the date below but will be reviewed on an annual basis and following consultation with you, may be changed to reflect or anticipate changes in the job requirements which are commensurate with the job title and grade.

We are committed to safeguarding and promoting the welfare of children and young people, and expect all staff and volunteers to share this commitment. A 10 year background check is required for this post from all countries worked in prior to this post.

All applicants who have previously taught in the United Kingdom are required to submit an ICPC certificate prior to their start date.


The Person Specification is related to the requirements of the post as determined by the Job Description. Short listing is carried out on the basis of how well you meet the requirements of the Person Specification. You should refer to these requirements when completing your application. Short listed candidates will be required at interview to complete a variety of activities directly related to the Person Specification, forming an evidence base for the appointment.



  • Qualified Teacher Status (PGCE or BEd or equivalent)
  • Degree level education or an equivalent professional qualification in English



  • A real passion for the subject of English and  a desire to constantly improve their pupils’ learning experience;
  • Thorough knowledge of the English curriculum (Literature and Language)  in Key stages 3-5,
  • Knowledge of a wide range of strategies to engage pupils and cater for a wide range of learning needs;
  • Experience of preparing pupils for official external examinations (IGCSE and/or A Level);
  • A willingness to be flexible and adapt to the ever-changing needs of the school and its pupils;
  • Enthusiasm and commitment to the successful development of the English    department.

January  2022

ISP Teacher Role Profile 

We put learners and learning first. Learning is affected by both internal factors (such as emotions, motivation and general health and wellbeing) and external factors (such as environment, curriculum and relationships). The external factor that has the most significant impact on our students’ learning is the teacher. 

At ISP, everyone is a learner. So as one of our teachers, you are also a learner. Together, we will embark on an ongoing process of exploring, expanding and evolving your practice in ways that directly impact and improve student learning. 

Learner (ISP definition) 

Everyone at ISP is a learner. The ISP learner recognises that their mindset, experiences and actions drive their learning outcomes. With this awareness, they exercise voice, choice, and ownership over their process of learning - leading their learning and the learning of others. 

ISP Principles 

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Well-being and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately. 

Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others. 

Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community. 

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement. 

ISP Teacher Role Profile 

  1. Atmosphere. You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident to have open and honest conversations about their learning and how they can get better. You create a positive atmosphere by building relationships, behaviours, and inclusive learning experiences that support a good struggle for all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better. 
  2. Shared Ideas. You know and model your school’s values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviours and purpose for learners and their learning. 
  3. A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities, 
  4. Learning and Teaching. You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalised needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking action to further improve learning and teaching. 
  5. Evidence of Learning. You gather, document and analyse evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students’ learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: “What are my students learning?” and “How do I know?”.

  1. Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process. 
  2. Learning Spaces. You create and use spaces to support and demonstrate the school’s shared ideas about learners and learning and the ways in which students are getting better. You ensure learning spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to play an active role in their development. 

  1. In Partnership with Parents and Carers. You work in partnership with parents and carers, communicating with them regularly about their child’s learning, inviting their feedback and using this feedback to improve learning. You help parents and carers understand the school’s shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school’s learning community. 
  2. Improvement Planning. You are committed to learning and getting better and ensure this improvement happens strategically and effectively. You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving learning and gathering evidence to demonstrate these. You contribute to department and school learning improvement planning where possible and view the school’s learning improvement plan as the central focus for getting better together.
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