Job Description by benbenzhou


									                   Heamoor Community Primary School, Penzance
                       Job Description for Senior Leader

  Name:                                              Starting Date: from September 2011

  Salary Grade: MPS + TLR2a                          Status of Post: Permanent

  Responsible to:                                    Area(s) of Responsibility:
  Head Teacher                               Maths Coordinator including annual Maths
  Assistant Head Teacher                     SIP priority & implementation of the
                                             Primary Strategy
                                             Other post of responsibility to be agreed
  Hours: as per School Teachers Pay and Conditions Document, 2007 & Directed Time
  Audit (2007 – 8)

 This appointment is subject to the current conditions of employment of teachers
contained in the School Teacher’s Pay and Conditions Document 2007, the Education Act,
the required standards for Qualified Teacher Status, other current educational legislation
and the school’s articles of government.

Review and Amendment:
 - Job descriptions will automatically be reviewed on an annual basis, or more frequently if
 - Job descriptions will allow, where appropriate, for the targeting associated with the
School Improvement Plan.
 - Job descriptions will be drawn up in consultation with individual teachers and be agreed
by both teacher and Head teacher, prior to implementation.

                                1. Class Teacher Duties:
1.1 Planning, Teaching and Learning:
Be committed to a child-centred approach to learning in which the child is encouraged to
be autonomous and learns from first hand experience.
Teach allocated pupils by planning their teaching to achieve progression of learning
    Identifying clear teaching objectives and specifying how they will be taught and
    Setting tasks which challenge pupils and ensure high levels of interest.
    Setting appropriate and demanding expectations.
    Setting clear targets, building on prior attainment.
      Ensuring inclusion for all pupils based on effective differentiation.
      Provide clear structures for lessons maintaining pace, motivation and challenge.
      Ensure effective teaching by the best use of staffing, resources & time available.
      Monitor and intervene to ensure sound learning and discipline.
      Use a variety of teaching methods to enable all pupils to access the curriculum
        effectively, making effective use of assessment.
      Ensure that pupils acquire and consolidate knowledge, skills and understanding in the
        full range of NC subjects, appropriate to their age and ability, ensuring full
        coverage of PoS.
      Endeavour to give every child an adequate range of opportunities & experiences to
        reach their potential and meet high expectations.
      Making integral use of ICT to enhance on-going teaching & learning
      Evaluate own teaching critically to improve effectiveness.
      Maintain a stimulating and organised learning environment in the classroom, making
        the best use of available space with working walls, learning prompts, stimuli and
        children’s work being displayed.
       Continue to develop own teaching expertise post threshold (UPS1, 2 & 3).

1.2 Monitoring, assessment, recording and reporting: - to
    Assess and evaluate how well learning objectives have been achieved and use them to
      improve specific aspects of planning & teaching.
    Mark and monitor pupils’ work in order to:
       Set, track & evaluate targets for progress,
       check that work has been completed and is understood,
       identify strengths and weaknesses,
       inform future planning through evaluation
       recognise the level at which the pupil is achieving.
    Assess and record pupils’ attainment and progress regularly and systematically,
      keeping records/portfolios in line with school policies.
    Prepare and present reports to parents in the agreed school format.

1.3 Other professional requirements: - to
    Operate at all times within the stated policies and practices of the school and have a
      working knowledge of teachers’ professional duties and legal liabilities.
    Establish effective working relationships and set a good example through own
      presentation, as well as personal and professional conduct.
    Create a positive, nurturing environment for pupils within which they feel safe and
    Attend staff and key stage meetings as appropriate.
    Contribute to the corporate life of the school through effective participation in
      meetings and events as shall be reasonably requested by the headteacher, whilst
      maintaining an appropriate work-life balance.
    Take responsibility for own professional development and duties in relation to school
       policies and practices.
      Liaise effectively with parents, governors and other professionals and members of
       the community.
      Make a substantial & sustained contribution to the School Improvement Process
       (UPS1, 2 & 3).
      Play a critical role in the life of the school: providing a role model of teaching &
       learning, making a distinctive contribution to the raising of pupil standards &
       contributing effectively to improve whole-school pupils’ learning (UPS3).
      Take advantage of appropriate opportunities for professional development & use
       the outcomes effectively to improve whole-school pupils’ learning (UPS3).

                               2. Subject Leader Duties:
In addition to those professional responsibilities which are common to all classroom
teachers in the school, the postholder’s key accountability will be to raise standards of
teaching, learning & attainment through the areas of Maths & TBA:

2.1 Non-Contact Time - to
    Produce, review and revise policies, curriculum mapping, schemes etc.
    Oversee the ordering and deployment of resources.
    Use ICT effectively to support own professional and managerial role(s) i.e.
      electronic planning & reporting, e-mailing, using the internet to keep pace with
      educational advancement etc.
    Monitor and evaluate coverage, continuity and progression within Maths & TBA
      across the school e.g. monitoring of teacher’s planning, scrutiny of work, lesson
      observations, drop-in sessions, interviews, learning walks etc. (The type of
      monitoring & evaluation to be carried out by foundation subject coordinators will
      depend on whether it is a School Improvement priority or not.)
    Ensure feedback from any scrutinies is reflected in teachers’ planning, teaching or
      pupils’ work.
    Use relevant school, local and national information or data to inform foci or targets
      for development.
    Monitor and evaluate the value and impact of planned improvement and/or
      intervention programmes within Maths & TBA.
    Ensure teacher assessment procedures or pupil attainment tracking systems for
      Maths & TBA are systematically and regularly updated, in liaison with Assessment
    Liaise with governor(s) linked to Maths & TBA for monitoring purposes.
    Establish effective links with the wider community to develop Maths & TBA,
      including secondary schools & local businesses e.g. business enterprise projects,
      arts projects etc.

2.2 Professional Development and In-Service Training. - to
    Attend courses & feedback to staff at INSET sessions on the outcome of such
      Disseminate examples of effective planning & teaching practice in Maths & TBA
       within the school
      Prepare and lead school-based INSET sessions in Maths & TBA.
      Ensure the headteacher, senior leaders, teachers and governors are well informed
       about current & future subject plans, priorities and targets
      Liaise, as appropriate, with colleagues in this school and other schools.
      Liaise, as appropriate, with LA Advisory Staff.
      Liaise with linked subject governors.
      Sustain own motivation and, where possible, that of other staff involved in Maths &

2.3 Teaching and Learning - to
    Use own classroom as an example of high quality teaching and learning in Maths &
    Ensure that teachers are clear about the teaching of objectives in lessons,
      understand the sequence of teaching & learning in Maths & TBA and communicate
      this to pupils.
    Provide guidance & support on the choice of appropriate teaching & learning
      methods to meet the needs of Maths & TBA and of different pupils.
    Use analysis & self evaluation to promote effective and innovative practices and
      identify areas for improvement in Maths & TBA and take action to improve further
      the quality of teaching.

2.4 Strategic Development of Maths & TBA within School Improvement/Maintenance
    Plan - to
    Coordinate strategies to achieve relevant school improvement or development
       priorities within the current Maths & TBA Action Plans.
    Evaluate and report on the effectiveness of ongoing practice in Maths & TBA,
       suggesting areas and issues for further improvement.
    Identify, implement & evaluate projects & strategies to address these issues for
    Use subject/area evaluation to inform the next stage of the Maths & TBA Action
       Plans, with clear targets, time – scales and success criteria for its development.
    Develop and implement policies and practices which reflect the school’s commitment
       to high achievement through effective teaching and learning.

2.5    Effective Deployment of Resources – to
      Support the Headteacher by maintaining efficient and effective management and
       organisation of learning resources. Maintain existing resources & incorporate new
       resources, including ICT applications, to enhance the provision within the relevant
       subject area(s).
      Be aware of and respond appropriately to any health and safety issues raised by
       materials, practice or accommodation related to the areas.
      Support the Headteacher by maintaining efficient and effective management of
       the expenditure for the relevant subject area(s).
      Help colleagues to create a stimulating learning environment for the teaching and
       learning of Maths & TBA.

                           3. Senior Teacher Duties (TLR):
3.1 Teaching and Learning: - to
    Provide an example of the school aims in practice
    Provide, as a professional role model, a clear demonstration of effective teaching,
      classroom organisation and display, and high standards of achievement, behaviour
      and discipline;
    Take responsibility for the development and monitoring of a school leadership
      project or whole school system, as agreed with the Head, and take appropriate
    Support the Headteacher in the monitoring of the quality of teaching and children’s
      achievements including the analysis of performance data and assist in the
      development of a whole school approach to tracking and monitoring achievement.
    Support the Headteacher in developing learning links with parents, other schools,
      educational institutions and the wider community, including business and industry, in
      order to enhance teaching and learning and children’s personal development.

3.2 Leadership and Management: - to
    Attend regular School Leadership Team meetings, as outlined in Directed Time
    Attend such meetings outside school as the Headteacher may reasonably suggest,
      representing the leadership and management of the school, within Directed Time.
    Support and actively promote strategies and agreed actions identified in the School
      Improvement Plan or at School Leadership Team meetings in order to raise
      standards or improve the efficient running of the school.
    Lead groups of staff in development activities, delegate appropriately and evaluate
    Take a supportive role in the monitoring of Teaching and Learning and develop own
      monitoring skills;
    Support the Headteacher in the implementation of the school’s performance
      management policy by acting as team leader to ensure high quality education for
      pupils and ongoing professional development for all staff;
    Contribute to the ongoing review & revision of the school SEF.
    Assist the Headteacher in creating and developing a school in which all staff
      recognise that they are accountable for the success of the school.
      Support the Headteacher in the appointment, deployment and development of staff
       to make effective use of their skills, expertise and experience and to ensure that
       all staff have a clear understanding of their roles and responsibilities.
      Assist the Headteacher in the induction of new staff (mentoring, coaching etc) into
       an understanding of the nature of the school as an educative community.
      Support the Headteacher in establishing priorities for expenditure and monitoring
       the effectiveness of spending and usage of resources with a view to achieving value
       for money.

General – to:

      Act as “critical friend” and provide effective professional challenge and support to
       the Headteacher and Governing Body.
      Provide information and advice to the Headteacher and Governing Body and support
       proper accountability processes throughout the school.
      Perform other reasonable duties as may be occasionally directed by the

NB: The aim of this job description is to indicate the general purpose & level of
responsibility of the post. Please be aware that duties may vary from time to time without
changing their character or general level of responsibility. Duties may be subject to
periodic review by the headteacher to reflect the changing needs of the school. The
postholder will be expected to undertake the duties commensurate with the range & grade
of the post & any lesser duties as directed by the Headteacher or Assistant Headteacher.

Teacher’s signature: ________________________________________

Headteacher’s signature:____________________________________

Date: ___________________

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