Secondary Teacher with Subject Specialism

Description

• To be responsible for the teaching of your specialist subject throughout the Secondary School (Key Stage 3 – 5, if required on timetable)

• To raise awareness of and actively promote your subject across through a range of curricular, cross-curricular and extra-curricular activities

• To promote your subject as an excellent option choice at IGCSE/AS and A Level

• To ensure that your subject department is adequately resourced to meet pupil needs and course requirements and that technological resources are used appropriately. 

• To create an inspiring learning environment for your specialist subject

• To produce, enhance and constantly develop learning schemes for your specialist subject.

• To be available to support teaching staff with help and training in your specialist subject.

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

• Under the reasonable direction of the Headteacher and her Senior Leadership Team, carry out the professional duties of a school teacher as set out in the current UK Teachers’ standards document: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1040274/Teachers__Standards_Dec_2021.pdf 

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

• Successfully carry out the role of a form tutor, monitoring and supporting the personal and academic needs of your tutor group.

• 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.

• Atmosphere: You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere.  Your students feel confident in having 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.   
• 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.   
• 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,   
• 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.   
• 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?”.  
• 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.   
• 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.   
• 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.   
• Learning 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 improvement planning where possible and view the school’s learning improvement plan as the central focus for getting better together.  

• Support other members of staff to develop their expertise in planning and teaching in your curriculum area and in.other areas via the Leading the learning programme
  
  
• 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 your year group and Key Stage. Contributing towards a whole school Learning Improvement Process  (LIP) and to the review and development of Learning Priorities which form part of the school’s annual School Improvement Plan (SIP) by producing subject specific policies and department-based improvement plans (DIP)

• Regularly reflect upon your performance and the impact of learning in your classroom by fully engaging in the leading the learning process (at least 6 LTL visits per year) and setting individual targets via the school’s self evaluation programme (TLSE)

• 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 pupils (including high achievers) and ensuring their needs are met and that learning tasks are differentiated accordingly;

• Providing clear structures for lessons by setting clear objectives and maintaining pace, motivation and challenge;

• Making 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;

• Monitoring and intervening to ensure effective learning and high standards of behaviour;

• Ensuring pupils acquire new learning and are also given ample opportunities to consolidate knowledge, skills and understanding appropriate to the subject taught;

• Evaluate your own teaching critically to improve effectiveness and encourage pupils to reflect and feedback on their learning experience in your 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 and in any other meetings arranged to address academic issues

• Effectively assist in the role of a form tutor when needed, attending to the pastoral needs to an allocated forms group;

• Monitor the welfare and general well-being of all students

• Carry out termly reviews and set targets to improve progress, supported by their tutor and associate tutor;

• Address any pupil concerns by referring to the form tutors and/or Key Stage Leader

• 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/Head of Secondary;

• Assist with the preparation and delivery of the PSHE curriculum as directed by the Head of Secondary;

• Help to plan and participate assemblies during the school year

• Immediately report any safeguarding concerns to the Designated Safeguarding Lead or a member of the safegue¡arding team via the school Myconcern platform

• Adhere to and promote school policies and procedures, e.g. Behaviour for Learning, Anti-bullying, Health & Safety, Safeguarding etc. 

• Work with fellow members of staff 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 team

• Participate in continued professional development

• Be an active member of the school community to support its vision, school values and its dedication to Constantly “getting better” and promoting amazing learning opportunities

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

• A real passion for your specialist subject and a desire to constantly improve their pupils’ learning experience 

• Thorough knowledge of your subject curriculum 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 your subject department

• Curious and Agile: Learns by questioning, exploring and investigating, Self-motivated; develops goals, monitors progress and adapts plans as necessary, Comfortable with uncertainty and ambiguity; stays engaged and curious and effectively balances patience and action, Open-minded; willing to try and test ideas, Challenges traditional methods and ways of thinking and encourages new perspectives 
• Creative Problem-Solver: Tackles challenges in an organised and systematic way and finds solutions, Resourceful and Imaginative, sees problems as opportunities to explore alternatives and possibilities, Uses logic to break complex problems down into manageable components, Interprets and evaluates data and evidence to classify information and recognise patterns and relationships, leverages data and information as critical components in decision-making.

• Empathetic and emotionally intelligent: Excels in teamwork and building relationships, motivated and encourages others by sharing positive feedback and recognising and celebrating their contributions, understands and respects others´views, beliefs and feelings, building trust and rapport, self reflects to understand how their actions and behaviour affect others, manages and self regulates their emotions.
• Collaborative & Communicative: Communicates openly, honestly and professionally, actively listens and encourages contributions, values others´ inputs and ideas, adapts their style, tone and approach according to other´s need, shares relevant knowledge, ideas and information with others, handles conflict and disagreements constructively, facilitating dialogue, understanding and resolution.

• Amazing Learner: Manages their own personal development, focusing on continuous learning and getting better, humble, self aware and open about their own areas for growth, seeks out, welcomes and acts on feedback, understands the internal and external factors affecting their learning and takes ownership for mitigating these,and agile learner who makes connections between experiences and is able to unlearn when new solutions are required.
• Resilient: Practices self-care and encourages others to do the same, Organises themselves and their time and resources well to effectively manage challenges and stressors, understands their own emotions and triggers and follows healthy habits to help manage challenges and stress, uses inner strength when times are challenging or when working outside of their comfort zone, recovers positively from setbacks, using them as an opportunity to learn and grow.

• Technologically Literate: Uses technology in an ethical way, following cybersecurity and data protection best practice, communicates clearly and respectfully across digital and virtual channels, possesses strong functional skills, using technology effectively to support them in their role, understands different digital tools and systems, selecting and using the appropriate solution for specific purposes, keeps up with change, adapting to and embracing new technologies.

• Values Driven: Role models ISP Principles, Understands their responsibilities and the impact and influence they have, demonstrate a multi- cultural mindset and respects the different values, behaviours, attitudes and practices across cultures, prioritises wellbeing, inclusion and belonging and is caring, considerate and supportive of others, considers the environmental and social impact of their actions and finds way to minimise these