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									………………………………………………. School


    SUBJECT LEADER’S PORTFOLIO




          MATHEMATICS




NAME:




SCHOOL:




                -1-
                         CONTENTS

SECTION 1: Leadership and Management
1.1 Core purpose of the Subject Leader’s role
1.2 The Headteacher’s role in relation to this
1.3 Subject Leaders Job Description
1.4 Evaluation of last Action Plan, including commentary on
    standards and provision
1.5 Current Action Plan
1.6 Subject Leader plan for the use of release time, when
    applicable
1.7 Useful contact log

SECTION 2: Planning
2.1 Subject policy
2.2 Commentary on Scheme of Work
2.3 Planning proformas, including exemplars of completed plans
2.4 Notes of evaluation of planning

SECTION 3: Monitoring Activities
3.1 Samples of pupils’ work to demonstrate standards,
    progression and coverage
3.2 Samples of useful strategies for teaching and learning
3.3 Observation of teaching – feedback notes
3.4 Staff interview notes
3.5 Audit of subject specific resources

SECTION 4: Professional Development/Expectations
4.1 Log of activities and outcomes
4.2 Evaluation of professional development of staff
4.3 Subject Leader In-Service Record

Appendix:
• Subjects 3-11 Guidance for Inspectors and Schools
• TTA National Standards for Subject Leaders




                                -2-
        SECTION 1: Leadership and Management


1.1   The Headteacher’s role in supporting effective subject
      leadership

1.2   Core purpose of the Subject Leader’s role

1.3   Subject Leader Job Description

1.4   Evaluation of last Action Plan, including commentary on
      standards and provision

1.5   Current Action Plan

1.6   Subject Leader plan for the use of release time, when
      applicable

1.7   Useful contact log




                                 -3-
SECTION 1.1 The Headteacher’s role in supporting
subject leadership (example only)

• To work with the Subject Leader to ensure high standards of
  attainment and achievement.

• To show a keen interest in the subject and to keep up to date
  with developments.

• To support subject development by providing opportunities for
  the Subject Leaders to attend and lead in-service training.

• To provide time and opportunity for the Subject Leader to carry
  out defined tasks in relation to school improvement plan
  priorities.

• To provide opportunities for the Subject Leader to keep up to
  date with their own professional development.

• To liaise with the Subject Leader in the use of the school’s self-
  evaluation tools to inform future development priorities.

SECTION 1.2 Core purpose of the Subject Leader’s
role (example only)

• To work with the Headteacher to ensure high standards of
  attainment and achievement.

• To lead developments in the subject, driving initiatives and
  guiding and supporting staff.

• To ensure progressive and effective coverage of the required
  curriculum, following an agreed Scheme of Work.

• To ensure that staff receive appropriate training.

• To ensure good resource provision for their subject.

• To enthuse and encourage others, maintaining a high profile for
  the subject.



                                  -4-
             ………………………………………………. School

           1.3 Job Description for Subject Leaders (exemplar)

(To be adjusted according to school context e.g. size of school, subject
     specific issues, range of individual’s subject responsibilities)

              Strategic Direction and Subject Development

•   Lead the development, implementation and regular review and update of the
    Numeracy Policy and it’s aims and objectives, showing special interest and
    enthusiasm for the subject.

•   Establish an agreed Scheme of Work throughout the school that ensures full
    coverage of the statutory requirements of the National Curriculum, reviewing this
    annually and updating as necessary.

•   Contribute to the formulation of the School Improvement Plan by prioritising
    developments in Mathematics and compile an annual Action Plan that is based
    on current priorities and on the evaluation of the previous year’s Action Plan.

•   Ensure that there is a common understanding of the importance of Mathematics
    in contributing to pupils’ spiritual, moral, cultural, mental and physical
    development, and that pupils see the relevance of the subject to everyday life.

•   Ensure that there are structures in place to meet the special educational needs of
    specific pupils at both ends of the ability spectrum, with an emphasis on inclusion
    and on establishing equal opportunities for all.

•   Establish a common format for record keeping and assessment throughout the
    school which is in line with the Assessment, Recording and Reporting Policy of
    the school and which meets all statutory requirements.

•   Analyse and interpret all relevant national, local and school data, plus research
    and inspection evidence, to identify strengths and weaknesses and use this
    information to inform policy, develop practice, agree curriculum targets, establish
    expectations and set targets.

•   Use the analysis of available data and assessment information effectively to
    identify pupils who are under-achieving in Mathematics and support teachers in
    creating and implementing effective plans of actions to support these pupils.

•   Liaise with the ‘Subject Link’ Governor and keep the Governing Body informed of
    developments in the subject through reports, meetings, presentations and
    occasional workshops.


                                           -5-
                             Learning and Teaching

•   Ensure curriculum coverage, continuity and progression in Mathematics for all
    pupils by monitoring and evaluating teachers’ plans and feeding back on their
    quality and consistency.

•   Monitor and evaluate, in line with the timescale agreed within the School
    Improvement Plan, the effectiveness of the teaching of Mathematics and its
    impact on pupils’ learning. Provide honest feedback to teachers that identifies
    points for development.

•   Use the evaluation of teaching to identify effective practice and establish a
    system for sharing amongst staff.

•   Provide guidance on the choice of appropriate teaching and learning styles to
    meet the needs of the subject and of different pupils.

•   Provide information for parents about curriculum, attainment, progress and,
    where relevant, targets for their children and establish partnerships with parents
    that will involve them in their child’s learning.

                         Leading and Supporting Staff

•   Audit the training needs of staff and ensure that they have the opportunity for
    high quality professional development that draws on sources of outside expertise.

•   Lead professional development of staff through example and support and through
    the dissemination of information it staff, as part of the school’s INSET
    programme.

•   Support NQTs and teachers new to the school so that they feel confident in the
    planning, teaching and assessment of Mathematics.

•   Work with the SENCO to ensure that individual education plans identify and meet
    the needs of pupils.

Resource Management

•   Ensure the effective management and organisation of learning resources for
    Mathematics.

•   Provide an up to date inventory of resources and their location in the school,
    ensuring that resources are properly stored and maintained in good condition.

•   Provide the Headteacher with details of resource priorities with appropriate
    costings and ensure that agreed orders are placed.

•   Use the accommodation to create a safe, effective and stimulating environment
    for teaching and learning of Mathematics.

•   Advise the Headteacher on the deployment of staff to ensure the most effective
    use of subject expertise.



                                           -6-
1.4 Evaluation of Subject

School Year: …………………………………………….

Subject: …………………………………………………..

Subject Leader: …………………………………………

                            Strengths              Concerns
Standards:
Foundation Stage




KS1




KS2




Sources of evidence (e.g. scrutiny of plans, work scrutiny,
lesson observation, pupil interview, assessment data, staff
interviews, focussed learning walk)




Learning and
Teaching




                                 -7-
Sources of evidence




                      Strengths   Concerns
Resource
Provision:




Training
Development
Opportunities:




Future Priorities:




                          -8-
1.6 Proposed use of Subject Leader Release Time


Subject area: ……………. Subject Leader: ……………

Please list below the dates and proposed focus of your
release time. This might be curriculum support (e.g. working
alongside colleagues, working on subject documentation),
curriculum monitoring (analysis of data, test paper analysis,
observation of teaching, scrutiny of planning, scrutiny of pupils’
work, pupil interviews, staff interviews), other uses of release
time (e.g. visits to other schools, organisation of pupil visits)

    DATE                               FOCUS




                                 -9-
Section 2: Planning



2.1   Mathematics Policy

2.2   Commentary on Numeracy Framework

2.3   Planning Proformas, including exemplars of completed

2.4   Plans

2.5   Notes of evaluation of planning




                                - 10 -
SECTION 3: Monitoring Activities


3.1   Samples of pupils’ work to demonstrate standards,
      progression and coverage

3.2   Samples of useful strategies for Learning and teaching

3.3   Observation of teaching – feedback notes

3.4   Staff interview notes

3.5   Group Pupil interview notes

3.6   Audit of subject specific resources




                                 - 11 -
3.4 Staff Interview Notes Proforma

Subject:

Staff Name:

Date:

Focus (Link to Subject Action Plan):


Main points of discussion:




Emerging issues:




                                - 12 -
Group Pupil Interview Notes Proforma

Subject:

Year Group:

Date:

Focus (Link to Subject Action Plan):


Main points of discussion:




Emerging issues:




                                - 13 -
3.6 Audit of Subject Specific Resources

Subject:

                                         Location
           Resource               Class/es     Central




                         - 14 -
SECTION 4: Professional Development/Expectations


4.1   Log of activities and outcomes

4.2   Evaluation of Curriculum Professional Development of staff

4.3   Personal Development Targets

4.4   Subject Leader In-service Record




                                - 15 -
    4.1 Subject Leader Log of Activities and Outcomes

Subject Area: ……………………………..

Subject Leader: …………………………..

Date     Purpose/Focus               Action Points   Progress
         (E.g. curriculum support,                   Update
         curriculum monitoring,
         visit to another school,
         training*)




*      Curriculum support e.g. working alongside colleagues,
       working on subject documentation Curriculum monitoring
       strategies e.g. analysis of data, test paper analysis,
       observation of teaching, scrutiny of planning, scrutiny of
       pupils’ work, pupil interviews, staff interviews.


                                      - 16 -
4.2 Evaluation of Professional Development of Staff


Date:


    Strengths:




    Areas for Development:




    Training Needs:




                         - 17 -
4.5 Subject Leader In-service Record

DATE    SOURCE                 FOCUS




                      - 18 -

								
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