Staff Development Staff Development is given the highest priority. We aim to appoint only the very best staff. In- school training for NQTs, Year 2 and 3 teachers and new staff, ensures that new teachers are properly inducted into the school and once established, that professional development is available to them. All teachers have an annual Staff Voice interview with a member of the Leadership Team and in-house Career Development Programmes are organised on a termly basis, focussing on our Teaching, Learning and Assessment priorities. We part fund teachers to take higher degrees and wish to appoint staff who have a clear sense of positively managing their career development. We also allocate staff additional non contact time to undertake particular research or coaching projects in school. Associate Staff As a result of workforce reforms, the number of associate staff in schools continues to increase and we currently employ 150+ Associate Staff across the three schools, including our own teams of cleaning and catering staff. Associate staff are an increasingly diverse group who have many different skills and expertise and comprise: Teaching & Learning Classroom Assistants Learning Resource Staff Learning Supervisors Foreign Language Assistants Behaviour/Guidance/Parental Links Home School Link Worker Student Counsellor Sixth Form Mentors Administration & Organisation Directors of Business & Finance Facilities Improvement Manager Personnel / HR Manager Site Management / Grounds Staff Finance and Admin Staff Exams Officer and Exam Invigilators Resources Assistant Lunchtime Supervisors Cleaning Staff Catering Unit Manager and Catering Staff Technical Science / ICT / Media / Technology Technicians Web and Data Manager Others Volunteers Apprentices Consultants Outside Agencies In order to support the individual in their ever changing roles within the school, training and development opportunities are encouraged. Appraisal interviews take place annually.
club and run theatre trips and cinema visits as well as having theatre companies come to visit us at the school. THE THREE RIVERS LEARNING TRUST THE KING EDWARD VI SCHOOL TEACHER OF ENGLISH (MPS) JOB DESCRIPTION The primary responsibility of each teacher is to ensure that the quality of learning of each individual student they teach is of the highest order. To achieve this they should: 1. Promote the school’s aims and values. 2. Plan lessons in line with agreed schemes of work. 3. Assess student performance and maintain records. 4. Maintain an attractive well ordered classroom environment. 5. Deploy a range of teaching and learning styles which meet students’ needs. 6. Contribute to the formulation and implementation of the Department Development Plan and other department initiatives. 7. Provide data on students as required by school’s monitoring and reporting systems. 8. Write student reports and attend Parents Evenings. 9. Participate in school’s meetings structure. 10. Display student work. 11. Manage his/her classroom in accordance with school’s Behaviour Policy. 12. Manage resources. 13. Work within and help to develop school policies. 14. Act as a form tutor within the school’s system for pastoral care. 15. Perform any duties consistent with the nature, level and grade of the post.
TEACHER OF ENGLISH PERSON SPECIFICATION Essential Desirable Evidence KNOWLEDGE/QUALIFICATIONS Graduate with qualified teacher status for English ✓ A A good degree in English ✓ A An awareness of current issues in teaching ✓ I, A An excellent classroom practitioner with a record of examination success ✓ R EXPERIENCE Teaching (or teaching practice) experience of KS3 and KS4 and KS5 ✓ KS5 A Working as a form tutor ✓ A TEACHING STANDARDS Set high expectations for students ✓ A, I, R Promote good progress in lessons ✓ A, I, R Demonstrate good subject knowledge ✓ A, I, R Plan and teach well structured lessons ✓ A, I, R Accurately and productively use assessment ✓ A, I, R Manage behaviour effectively to ensure a good and safe learning environment ✓ A, I, R Respond to needs and strengths of students ✓ A, I, R SKILLS Excellent organisational and personal management skills ✓ R, I
An ability to work as part of a team ✓ R, I An ability to develop good working relationships with students, parents and staff ✓ R, I Effective time management and ability to make deadlines ✓ R Good ICT skills ✓ R Excellent standard of written communication ✓ A BEHAVIOUR AND OTHER RELATED CHARACTERISTICS Commitment to self and team development ✓ R, I, A Work in ways that promote equality of opportunity, participation, diversity and responsibility ✓ R, I A professional responsibility to promote and safeguard the welfare of children and young people ✓ R Be a role model in setting professional standards ✓ R, I, A The postholder will require an enhanced CRB ✓ C Perform any duties consistent with the nature and level and grade of the post Evidence: A – application Interview - I R – Reference C – CRB Check Salary on Appointment for Teachers It is the policy of the Learning Trust to appoint Teaching staff on the following basis:
Please find below a copy of the Learning Trust’s Career Stage Expectations. The CSE are based upon the Teacher Standards and set out clearly the skills and expectations required for appointment to, as well as movement within and between, bands. Professional Area Relevant Standards Band 1 Teacher Band 2 Accomplished Teacher Band 3 Expert Teacher M1-M3 M4-M6 U1-U3 Professional Practice 1.1(1);1.2(2,3,5) 1.3(1,3) 1.4 (1,2,3) 1.5 all 1.6(1) 1.7(1,2,3) 1.8(3) 2.1 (2,4) Preamble Many, but not all, aspects of teaching over time are good. Any teaching that requires improvement improves with support. All aspects of teaching over time are good, with increasing aspects of teaching judged as outstanding. All aspects of teaching over time are good with significant outstanding judgements achieved. Professional Outcomes 1.1(2)1.2(1,2,3) 1.591) 1.6(3,4) Preamble With appropriate additional support, most students progress in line with school expectations. Most students progress in line with school expectations without additional support. Significant numbers of students exceed school expectations. Professional Relationships 1.1(1) 1.6(4) 1.7(4) 1.8(2,3,5) 2.1 (1,3,4) Preamble Positive working relationships established with students, colleagues and parents. These working relationships result in good progress by all groups of students and productive sharing of professional practice with others. Working relationships with colleagues are characterised by an enthusiastic commitment to helping them overcome professional challenges. Professional Development 1.2(4.5) 1.3(1,2,4,5) 1.4(5) 1.5(2,3,4) 1.6(1) 1.8(4) 2.192) 2.3 Preamble Develops professional practice in line with advice from more experienced colleagues. Takes a proactive role in identifying areas for professional development, accessing advice and Proactively leads the professional development of others in a way which leads to
adapting advice. improved outcomes for students. Professional conduct 1.1(3) 1.7(1) 1.8(1) 2.1 (all) 2.2 2.3 Preamble Meet the standards for professional conduct set out in the Teachers’ Standards. Meet the standards for professional conduct set out in the Teachers’ Standards. Meet the standards for professional conduct set out in the Teachers’ Standards.