zilongwang/ReadingBank huggingface dataset:
Where did you see this position advertised? Statement in Support of Your Application Please state the reasons why you are applying for this position, please provide examples and evidence of your experience and abilities which relate directly to the position being applied for. If necessary please continue onto a separate sheet. Please complete the attached Statement Data Protection In accordance with the Data Protection Act 1998 all information given on this application form will only be used to determine an applicant’s suitability for the role and will be kept only for those purposes and equal opportunities monitoring. Application forms for unsuccessful candidates will be retained for a period of six months before being destroyed. Safeguarding Children & Rehabilitation of Offenders Act 1974 Camborne Science and International Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. If the job gives opportunity for access to children or vulnerable adults, the Academy has a statutory obligation to check with the Disclosure and Barring Service (DBS) in order that any criminal background including spent convictions, bind-over orders or caution is disclosed to the Governing Body. Only those who have been checked can be employed by the Academy Trust. In the event of a successful application an Enhanced Disclosure will be sought from the DBS. The position you are applying for is exempt from the Rehabilitation of Offenders Act 1974, and therefore you must declare to us all convictions, cautions and bind-overs you have had (including those regarded as ‘spent’), please complete the Declaration of Criminal Convictions Form. Please note that a criminal record will not necessarily be a bar to obtaining this position.
Employment Application Form: Teacher We are committed to safeguarding and promoting the welfare of children and young people and expect all staff and volunteers to share this commitment. Please ensure that you complete all sections of Part 1 and Part 2 of the application. Please note that providing information will result in the application being rejected, withdrawal of any offer of employment, summary dismissal if you are in post or possible referral to the police. Please note that checks may be carried out to verify the contents of your application form. Please complete the form in black ink or type. CVs are not accepted. Vacancy Job Part 1: Information for Shortlisting and Interviewing Initials Surname or Family name Letter of Application Please enclose a letter of application. Please refer to the applicant information pack which may include instructions on how to complete the letter of application. Current/Most Recent Employment: If Teaching Name, address and telephone number of school Type of school Boys Girls Mixed Age range Number on Roll Type of school e.g. Community, Aided, Academy, Foundation, Free School, Independent, etc. Job title Please enclose a copy of the job description Subjects/age groups taught Date appointed to this post Salary Date available to begin new job Current/Most Recent Employment: If Non-Teaching Name, address and telephone number of employer Job title Please enclose a copy of the job description Date appointed to this post Salary Date available to begin new job
ACADEMIC QUALIFICATION Examination Passed Year of Passing Division & Marks Obtained/ Total Marks %Age of Marks Name of the Institute Board/University Post-Graduation Graduation 12th 10th Any Other(s) PROFESSIONAL QUALIFICATION Examination Passed Year of Passing Division & Obtained/ Total Marks %Age of Marks Name of the Institute University NTT B.Ed / B.P. Ed. M.Ed. / M.P. Ed. Computer Any Other(s) TEACHING EXPERIENCE Name of the School Classes Taught Subjects Taught Period From - To Post Held Reason for Leaving
Referees Please provide at least two referees. One referee should be your current or most recent employer. Where you are not currently working with children but have done so in the past, one referee must be from the employer by whom you were most recently employed in work with children. Please note, references will not be accepted from relatives or from referees writing solely in the capacity of friends: (Please give name, address, contact telephone number and e mail address) General How did you hear about this vacancy? Equal Opportunities It is the policy of Hampton School to provide equal employment opportunities for all qualified individuals; and, to prohibit discrimination in employment on any basis protected by applicable law, including but not limited to race, colour, religion or belief, marital status, sex, sexual orientation, ancestry, national origin, age, medical condition or disability. Hampton School promotes equal employment opportunities in all aspects of employment through positive employment policies and practices. The School will make reasonable adjustments to accommodate disabilities of both successful applicants and prospective applicants. Declaration This post is exempt from the Rehabilitation of Offenders Act 1974. You are, therefore, required to disclose all convictions, cautions, and bind overs, including those required as ‘spent’, and declare as follows: I have no convictions, cautions or bind-overs, including any that are regarded as ‘spent’ under the Rehabilitation of Offenders Act 1974. OR
Secondary Education and Qualifications Name of school/college From To Examination passed (i.e. A Level, GCSE), subject and grade Higher Education Name and address of university, college and/or university education department Dates Full or part-time Courses/subjects taken and passed Date of examination and qualifications obtained Age groups for which trained From To
Referees Please provide details of two people to whom reference may be made. The first referee should normally be your present or most recent Headteacher or equivalent person. If you are not currently working with children please provide a referee from your most recent employment involving children. Referees will be asked about all disciplinary offences which may include those where the penalty is “time expired” if related to children. Referees will also be asked whether you have been the subject of any child protection concerns, and if so, the outcome of any enquiry. References will not be accepted from relatives or from people writing solely in the capacity of friends. It is normal practice to take up references on shortlisted candidates prior to interview. This is in line with the most recent version of Keeping Children Safe in Education statutory guidance. First Referee and name: Address and postcode: Telephone number: Email address: Job title: Relationship to applicant: I consent to this reference being requested before interview. Yes No Second Referee Title and name: Address and postcode: Telephone number: address: Job title: Relationship to applicant: I consent to this reference being requested before interview. Yes No
Sexual orientation Please tick Bi-sexual Gay man Gay woman Heterosexual Other Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Religion or belief Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh Any other religion (Write in) Prefer not to say Disability Do you consider that you have a disability? Please tick Yes - Please complete the grid below No Prefer not to say My disability is: Physical Impairment Sensory Impairment Mental Health Condition Learning Disability/ Difficulty Long standing illness Other Prefer not to say
Secondary Education and Qualifications Name of school/college From To Qualifications gained with date Higher Education Name and address of university, college and/or university education department Dates Full or part-time Courses/subjects taken and passed Date of examination and qualifications obtained Age groups for trained From To
LEA Name & Type School & Pupil Ration Position Held Duration F/T P/T Reason for leaving From To Main duties and responsibilities: Please explain any gaps in employment Please read carefully before completing your application form. We aim to be an equal opportunities employer North Tyneside Council is actively working towards equal opportunities for those it employs as well as those who use its services. The Council looks for workers who share this commitment. Our policy is to make sure we appoint the person with the best ability for the job, whatever their race, sexual orientation, religion or belief, disability or age. With these notes you should have received: An application form An equality monitoring form A job outline A person specification The application form To promote fairness, all applicants need to complete our standard form. The information you give should describe your skills, knowledge, experience and qualifications which are relevant to the job outline and person specification. Use extra sheets of paper if you need to.
Secondary Education and Qualifications Name of school/college From To Qualifications gained with date Higher Education Name and address of university, college and/or university education department Dates From To Full or part-time Courses/subjects taken and passed Date of examination and qualifications obtained Age groups for which trained
(including professional qualifications and in-service courses leading to recognised qualifications (e.g. HPQH ETC)) (MM/YYYY) School / College / University Qualifications obtained, with classification dates From To Previous Employment (sections 4a, to 4d will be used in the assessment of your salary, if appointed) Previous Employment Please start with the most recent employment date Name of Employer Name and type of School/College NOR Post Title Identify any additional responsibilities Dates (MM/YYYY) From To
Name of Employer (including full address) Position held (full or part time) Main Duties and Responsibilities Employment dates To and From: (Month and Year) Reason for Leaving Personal Statement Please describe the reasons/motivation for this application and describe how you meet the skills, knowledge and experience against the criteria, preferably in order. Please attach an additional sheet(s) as necessary.
Evaluation: (To be completed at end of Appraisal cycle) How effectively have I met this goal? (How do I know? Use your indicators to evaluate the improvements in your practice and link to your evidence. Include any positive outcomes for ākonga). Appraisal Action Plan: Goal 2 The area of individual professional growth that will stretch and challenge me to focus on lifting my performance and/or developing my practice and knowledge is: My goal for 2017-18 is to: So that ākonga………. I would like to work on this goal because: This goal is informed by the expectations of the following PTCs/Tātaiako Cultural Competencies
Backward mapping the evidence Collecting and having a conversation evidence of your extraordinary, everyday practice, connecting your practice to the PTC and how your practice and the PTC relate to Tātaiako. Appraisal Goal (Strategic T &L ): Tātaiako: Cultural Competencies for Teachers of Māori Learners Date Whanaungatanga Relationships (children, whānau community) with high expectations. Manaakitanga Values – integrity, trust, sincerity, equity Tangata whenuatanga Place-based, socio-cultural awareness and knowledge Ako Practice in the classroom and beyond Wānanga Robust dialogue focussed on Māori learners’ achievement Ako Practice in the classroom and beyond Manaakitanga Values – integrity, trust, sincerity, equity Ako Practice in the classroom and beyond Tangata whenuatanga Place-based, socio-cultural awareness and knowledge Tangata whenuatanga Place-based, socio-cultural awareness and knowledge Wānanga Robust dialogue focussed on Māori learners’ achievement Wānanga PTC 1 Relationships 2 Well being 3 Bicultural partnership 4 Ongoing PLD 5 Leadership 6 Learning programme 7 Inclusive 8 How ākonga learn 9 Diversity 10 Bicultural Context 11 Assessment 12
Backward mapping the evidence Collecting and having a conversation about evidence of your extraordinary, everyday practice, connecting your practice to the PTC and how your practice and the PTC relate to Tātaiako. Appraisal Goal (Strategic T &L ): Tātaiako: Cultural Competencies for Teachers of Māori Learners Date Whanaungatanga Relationships (children, whānau community) with high expectations. Manaakitanga Values – integrity, trust, sincerity, equity Tangata whenuatanga Place-based, socio-cultural awareness and knowledge Ako Practice in the classroom and beyond Wānanga Robust dialogue focussed on Māori learners’ achievement Ako Practice in the classroom and beyond Manaakitanga Values – integrity, sincerity, equity Ako Practice in the classroom and beyond Tangata whenuatanga Place-based, socio-cultural awareness and knowledge Tangata whenuatanga Place-based, socio-cultural awareness and knowledge Wānanga Robust dialogue focussed on Māori learners’ achievement Wānanga PTC 1 Relationships 2 Well being 3 Bicultural partnership 4 Ongoing PLD 5 Leadership 6 Learning programme 7 Inclusive 8 How ākonga learn 9 Diversity 10 Bicultural Context 11 Assessment 12
Teacher Conference Scheduler Setup and Use The teacher conference scheduler is a feature that allows parents to sign up for conference slots using Family Access. The teacher conference scheduler also allows for the teachers to be able to view and maintain their schedule during conference time. This document is a great starting point for setting up and using the conference scheduler. The document is designed to cover all stages of the Teacher Conference Scheduler. Administration Application: Time Slots do not need to be mass generated by the teachers only, the time slots can also be generated for the Teachers in Student Management – Staff- Staff- Setup – Utilities- Mass Create Teacher Conference Time Slots. The Teacher Conferences can be maintained and scheduled within the Browse (Staff- Staff). Find your staff member, expand their record out and the Conferences can be maintained from here. Teacher Setup & application: Add the My Conference Schedule to the Teacher’s Security Group. The Menu Path the teachers need access to is- Web Applications- Educator Access Plus- Teacher Access- My Conference Scheduler. This view is from the My Conference Scheduler in Teacher Access, from here the teacher can Add and Maintain conferences. The teacher can Mass Add his/her own time slots to their conferences.
adapted to learners from diverse cultural backgrounds and with exceptionalities. 4: Instructional Strategies –The candidate understands and uses a variety of instructional strategies to encourage the students’ development of critical thinking, problem solving, and performance skills. 5: Learning Environment – The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and 7: Planning Instruction – The candidate plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 1d 1e 3b to 3e 1e 2a 2b 2c 2d 2e 3c 1a to 1e 3c 3e Demonstrates knowledge of resources. Designs coherent instruction. Instruction Domain. Designs coherent instruction. Creates an environment of respect and rapport. Establishes a culture for learning. Manages classroom procedures. Manages student behavior. Organizes physical space. Engages students in learning. Planning and Preparation Domain. Engages students in learning. Demonstrates flexibility and responsiveness. C3. Applies classroom management strategies successfully according to individual student needs. 2a 2b 2c 2d 2e Creating an environment of respect and rapport. Establishing a culture for learning. Managing classroom procedures. Managing student behavior. Organizing physical C4. Involves students in curricular, management, and instructional decisions when appropriate. 1b 2a Demonstrating knowledge of students. Creating an environment of respect and rapport. C5. Assesses, evaluates, and communicates student learning effectively. 8: Assessment – The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of his/her learners. 10: Collaboration, Ethics, and Relationships –The candidate communicates and interacts with parents/ guardians, families, school colleagues, and the community to support the students’ learning and well-being. 1b 1f 3d 3e 4a 4b 4c 1d 4c 4d 4f Demonstrates knowledge of students. Assesses student learning. Provides feedback to students. Demonstrates flexibility and responsiveness. Reflects on teaching. Maintains accurate records. Communicates with families. Demonstrates knowledge of resources. Communicates with families. Contributes to the school and district. Shows professionalism. D. Personal qualities that foster learning D1. Maintains a positive respect and concern for students and co-workers, enthusiasm and resourcefulness, and physical and emotional well-being. D2. Demonstrates awareness of professional, ethical, and legal 4a 4e Reflects on teaching. Growing and developing professionally.
adapted to learners from diverse cultural backgrounds and with exceptionalities. 4: Instructional Strategies –The candidate understands and uses a variety of instructional strategies to encourage the students’ development of critical thinking, problem solving, and performance skills. 5: Learning Environment – The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and 7: Planning Instruction – The candidate plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 1d 1e 3b to 3e 1e 2a 2b 2c 2d 2e 3c 1a to 1e 3c 3e Demonstrates knowledge of resources. Designs coherent instruction. Instruction Domain. Designs coherent instruction. Creates an environment of respect and rapport. Establishes a culture for learning. Manages classroom procedures. Manages student behavior. Organizes physical space. Engages students in learning. Planning and Preparation Domain. Engages students in learning. Demonstrates flexibility and responsiveness. C3. Applies classroom management strategies successfully according to individual student needs. 2a 2b 2c 2d 2e Creating an environment of respect and rapport. Establishing a culture for learning. Managing classroom procedures. Managing student behavior. Organizing physical space. C4. Involves students in curricular, management, and instructional decisions when appropriate. 1b 2a Demonstrating knowledge of students. Creating an environment of respect and rapport. C5. Assesses, evaluates, and communicates student learning effectively. 8: Assessment – The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of his/her learners. 10: Collaboration, Ethics, and Relationships –The candidate communicates and interacts with parents/ guardians, families, school colleagues, and the community to support the students’ learning and 1b 1f 3d 3e 4a 4b 4c 1d 4c 4d 4f Demonstrates knowledge of students. Assesses student learning. Provides feedback to students. Demonstrates flexibility and responsiveness. Reflects on teaching. Maintains accurate records. Communicates with families. Demonstrates knowledge of resources. Communicates with families. Contributes to the school and district. Shows professionalism. D. Personal qualities that foster learning D1. Maintains a positive respect and concern for students and co-workers, enthusiasm and resourcefulness, and physical and emotional well-being. D2. Demonstrates awareness of professional, ethical, and legal 4a 4e Reflects on teaching. Growing and developing professionally.
Secondary Education and Qualifications Name of school/college From To Qualifications gained with date Higher Education Name and address of university, college and/or university education department Dates Full or part-time Courses/subjects taken and passed Date of examination and qualifications obtained Age groups for which trained From To
Sexual orientation Please tick Bi-sexual Gay Man Gay Woman Heterosexual Other Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Religion or belief Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Jewish Muslim Sikh Any religion (Write in) Prefer not to say Disability Do you consider that you have a disability? Please tick Yes - Please complete the grid below No Prefer not to say My disability is: Physical Impairment Sensory Impairment Mental Health Condition Learning Disability/ Difficulty Long standing illness Prefer not to say
Secondary Education and Qualifications Name of school/college From To Examination passed (i.e. A Level, GCSE), subject and grade Higher Education Name and address of university, college and/or university education department Dates Full or part-time Courses/subjects taken and passed Date of examination and qualifications obtained Age groups for which trained From To
Sexual orientation Please tick Bi-sexual Gay man Gay woman Heterosexual Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Religion or belief Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh Any other religion (Write in) Prefer not to say
Sexual orientation Please tick Bi-sexual Gay Man Gay Woman Heterosexual Other Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Religion or belief Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh Any other religion (Write in) Prefer not to say Disability Do you consider that you have a disability? Please tick Yes - Please complete the grid below No Prefer not to say My disability is: Physical Impairment Sensory Impairment Mental Health Condition Learning Disability/ Difficulty Long standing illness Prefer not to say
Secondary Education and Qualifications Name of school/college From To Qualifications gained with date Higher Education Name and address of university, college and/or university education department Dates Full or part-time Courses/subjects taken and passed Date of examination and qualifications obtained Age groups for which trained From To
Sexual orientation Please tick Bi-sexual Gay Man Gay Woman Heterosexual Other Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Religion or belief Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Hindu Jewish Muslim Sikh Any other religion (Write in) Prefer not to say
This curriculum and all imbedded documents can be found online at http://www.auburn.edu/~cgs0013/ETK/SaveThePenguinsETK.pdf Written by Christine Schnittka (schnittka@auburn.edu) With thanks to Professor Larry Richards and his engineering students: Kyle Chase Bennett, Rachel Cohn, Matt Gabriel, Will Gilliam, Chilton Griffin, and Spencer Ingram Editors: Mary Lou Ewald Erin Percival Randall Colvin For questions please contact Dr. Schnittka at schnittka@auburn.edu Developed in part through funding from NSF ITEST award # 10-29724
PERSON SPECIFICATION Job Title: Teacher KEY CRITERIA ESSENTIAL DESIRABLE Qualifications & Experience education to degree level or equivalent QTS/QTLS and GTC registered an excellent track record of recent, relevant professional development accountability for the performance of a cohort of young people experience of effective teaching and performance within the curriculum area. innovative use of resources working with young people and inner city communities leadership of a community project or an area of school development taking accountability for the success of an initiative Knowledge & Understanding the principles behind quality teaching and learning their potential for raising standards the principles and characteristics of effective academies the principles and practices of planning and delivery effective review and evaluation procedures the application of ICT, Literacy and Numeracy to effective teaching community/voluntary/parent/partner agency links strategies for ensuring equal opportunities for staff, students and other stakeholders innovative approaches to working with students, parents, staff and the local community Personal Qualities a commitment to inclusive education evident enjoyment in working with young people and their families empathy in relation to the needs of the academy and the local community ability to inspire confidence in students and parents set high standards and provide a role model for students and staff adaptability to changing circumstances/new ideas personal ambition and potential for further promotion intellectual ability and curiosity determination to succeed and the highest possible expectations of self and others vision, imagination and creativity personal impact and presence an excellent record of attendance and punctuality Communication Skills communicate the vision of the academy in relation improvement plans communicate effectively orally and in writing to a range of audiences develop, maintain and use an effective network of contacts Decision Making Skills make decisions based on analysis, interpretation and understanding of relevant data and information demonstrate good judgement think creatively and imaginatively to anticipate, identify and solve problems Self Management Skills prioritise and manage own time effectively work pressure and to deadlines reliability, integrity and stamina resilience and perspective achieve challenging professional goals take responsibility for own professional development Team Working skills work effectively as a member of a team deal sensitively with people and resolve conflicts seek advice and support when necessary motivate all those involved in the delivery team liaise effectively with other organisations and agencies
PERSON SPECIFICATION Job Title: Teacher KEY CRITERIA ESSENTIAL DESIRABLE Qualifications & Experience education to degree level or equivalent QTS/QTLS and GTC registered an excellent track record of recent, relevant professional development accountability for the performance of a cohort of young people experience of effective teaching and performance within the curriculum area. innovative use of resources working with young people and inner city communities leadership of a community project or an area of school development taking accountability for the success of an initiative Knowledge & Understanding the principles behind quality teaching and learning potential for raising standards the principles and characteristics of effective academies the principles and practices of planning and delivery effective review and evaluation procedures the application of ICT, Literacy and Numeracy to effective teaching community/voluntary/parent/partner agency links strategies for ensuring equal opportunities for staff, students and other stakeholders innovative approaches to working with students, parents, staff and the local community Personal Qualities a commitment to inclusive education evident enjoyment in working with young people and their families empathy in relation to the needs of the academy and the local community ability to inspire confidence in students and parents set high standards and provide a role model for students and staff adaptability to changing circumstances/new ideas personal ambition and potential for further promotion intellectual ability and curiosity determination to succeed and the highest possible expectations of self and others vision, imagination and creativity personal impact and presence an excellent record of attendance and punctuality Communication Skills communicate the vision of the academy in relation improvement plans communicate effectively orally and in writing to a range of audiences develop, maintain and use an effective network of contacts Decision Making Skills make decisions on analysis, interpretation and understanding of relevant data and information demonstrate good judgement think creatively and imaginatively to anticipate, identify and solve problems Self Management Skills prioritise and manage own time effectively work pressure and to deadlines reliability, integrity and stamina resilience and perspective achieve challenging professional goals take responsibility for own professional development Team Working skills work effectively as a member of a team deal sensitively with people and resolve conflicts seek advice and support when necessary motivate all those involved in the delivery team liaise effectively with other organisations and agencies
From To Full Name and Address of School/College/Univeristy/Institution Qualifications Mth/yr Mth/yr Gained (with grades) For which you are studying IN SERVICE TRAINING AND COURSES (for previous 3 years as a participant or course leader) Dates & Duration Title of course/training Name of Provider Qualifaction (if any)
Are you subject to any conditions or prohibitions placed on you by the TA (or other) in the UK? Yes No (if yes please give details) EDUCATION ATTAINMENTS Education, training and professional qualifications From To Full Name and Address of School/College/Univeristy/Institution Qualifications Mth/yr Mth/yr Gained (with grades) For which you are studying INTERVIEW ATTENDANCE
Teacher Librarian (K-12) 2017 Application Form Applications are to be made on the enclosed form and submitted with the additional information requested. POSITION APPLIED FOR: ADVERTISEMENT SEEN: (please circle) Seek CEWA Website The West Australian College Website Applicant’s Details NAME: Miss/Ms/Mrs/Mr: ADDRESS: PHONE: (H) PHONE: (W) (MOBILE): EMAIL: RELIGIOUS DENOMINATION: Qualifications EDUCATIONAL QUALIFICATIONS Qualification Name of Institution Year Obtained
The Millennium Development Goals Aim of activity: To understand the needs of people across the globe and put them in order. To introduce the Millennium Development Goals (MDG’s) To understand the necessity of the MDG’s. To critically reflect on the progress of the MDG’S. Resources: Whiteboard/Flipchart Markers Pieces of paper/post it notes and Projector – The Guardian Note: It is a good idea to familiarise yourself with the interactive statistics on the Guardian website before proceeding with the lesson. Time: 40 minutes Instructions: Go around the class and ask each student to name something they need to be healthy e.g. food, medical care etc. Go the opposite way around the class and ask each student to name a global problem e.g. war, climate change, malaria etc. Arrange the into groups of four. Ask each group to think of 8 requirements they think everyone in the world should have and to decide which 3 they think are the most important. Note: Emphasis the idea of goals. Ask the group to list the three requirements they think are most important on a piece of card/post-it note Ask each to read out the 3 they think are most important and place them on a flip chart. Ask the class to rank the chosen requirements that they think are most important by arranging them in a diamond shape, with the most important statement at the top, two statements of equal but lesser importance in the second row, three statements of moderate importance in the third row, two statements of relatively little importance in the fourth row, and the least important statement at the bottom. Read the text below on the MDGs. In September 2000, world leaders came together at United Nations Headquarters in New York to adopt the United Nations Millennium Declaration. They committed their nations to a new global partnership to reduce extreme poverty and set out a series of time bound
How to Teach the Bible #2: Basic Principles of Hermeneutics – “Basics” – Aim of Teacher: “Thinking correctly” Prayer - treasure -labor ---understanding ---transformation Review – Focused on the Preparation of the Teacher --- Today: develop Tools on find MEANING and TRANSFORMATION Overview of this class – Define, our Influences, Models, Case Study Definition of Hermeneutics ** What is Hermeneutics? “One’s philosophy and methodology of interpretation.” Science or process of approaching a text to identify meaning Teacher = explaining Teaching =deeply interpretative --Applied Hermeneutics Macro: Interpreting entire chapter? Book? NT? OT? Fit story-line? Example: Romans =simply doctrine or doctrine in the context of missions Micro: Interpreting this verse? Phrase? Word? Argument Flow? Example: James 2:21 – “Justified” By works or by grace **Why Does Hermeneutics Matter? Two reasons: importance of “getting it right” and seriousness of “getting it wrong” Goal: “give the sense” ---God’s instrument of transformation -Worth the all of our intellectual, spiritual, and emotional SWEAT -It’s a High Calling 2 Timothy 2:15 Do your best to present yourself to God as one approved, a worker who has no need to be ashamed, rightly handling the word of truth.
Previous Employment Start Date End Date Job / Main duties Employer Reason for leaving If there are any gaps in your employment or education please explain them here: Where did you see this post advertised? If seen on the internet, please specify website: Are you related to, or the partner of, any member or employee of the Academy? If so, please specify (failure to disclose such information shall disqualify the candidate concerned): Please use this section to support the information that you have already provided regarding your suitability for this post and how you meet the requirements of the post. Include everything that is relevant (such as training and experience gained through out-of-work activities) as concisely as possible. Continue on a separate sheet(s) if necessary.
Asian – British Asian – Indian Asian – Pakistani Other Asian background Black – British Black Caribbean Other Black background d. Irish Irish g. Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. Mixed f. White Asian & White Black & White Other Mixed background British White European Union Other White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... Years .……… Months Date of (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National * Professional Journal * Other * …………………………….. 6. I am a member/follower of the following religious group: None / No religion Buddhist Christian Hindu Jewish Muslim Sikh Other * …………………………….. I hereby give my consent to Skinners’ Academy processing the information given above in accordance with the purposes stated above. Signed: Dated: TO BE COMPLETED BY APPOINTING OFFICER ONLY Short Listed Interviewed Appointed Completed applications to:
SECTION 2: CURRENT EMPLOYMENT Name, address and telephone number of your current employer Type of employer (e.g. school, authority, academy trust, charity) If a school please state the type (e.g. Community, Aided, Foundation, Academy, Free School, Independent etc) Job title Subjects/age groups taught/duties Date appointed to current post Current salary (including additions) SECTION 3: PREVIOUS EMPLOYMENT Please tell us about the jobs you have held (this may include voluntary/unpaid work) and provide an explanation for any gaps in employment. Please start with the most recent first. From To Full/ part time/ Name, address and contact number of employer Type and size of school/college (if applicable) Position held and salary Reason for leaving
Asian – British Asian – Indian Asian – Pakistani Other Asian background Black – British Caribbean Other Black background d. Irish Irish g. Other Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. Mixed f. Asian & White & White Other Mixed background White British White European Union Other White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... Years .……… Months Date of Birth (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National Press * Professional Journal * Other * …………………………….. 6. I am a member/follower of the following religious group: None / No religion Buddhist Christian Jewish Muslim Sikh * …………………………….. I hereby give my consent to Skinners’ Academy processing the information above in accordance with the purposes stated above. Signed: Dated: TO BE COMPLETED BY APPOINTING OFFICER ONLY Short Listed Interviewed Appointed Completed applications to:
PERSON SPECIFICATION TEACHER / BTEC CO-ORDINATOR Qualifications / Attainments: The successful candidate should have: A relevant degree Essential A teaching qualification (e.g. PGCE, DTLLS or equivalent) Essential Experience / Knowledge: The successful candidate should be: An excellent classroom teacher Essential Able to display a high of skills in the management of learning Essential Competent in IT skills Experience of managing resources and consumables Ability to manage and develop staff Up to date knowledge of vocational developments Essential Essential Essential Essential Personal / Skills / Attitudes: The successful candidate should: Display the values, attitudes and behaviour consistent with the Catholic Ethos of the College Have a commitment to Equality/Diversity and Safeguarding of young people and vulnerable adults Have eligibility to work in the UK Have Disclosure and Barring Service clearance (following appointment) Have a high level of communication and interpersonal skills Essential Essential Essential Essential Essential Have an ability to enthuse and innovate Essential Have an ability to set and achieve high standards for themselves, colleagues and students Essential Have a high level of organisational and administrative skills Essential Have a commitment to a student-centred approach to the learning process Essential Have the ability to work effectively in a number of different teams Essential Have an awareness and understanding of current developments in subject areas Essential Have the ability to manage student progress and achievement and complete all relevant documentation Essential
– British Asian – Indian Asian – Pakistani Other Asian background Black – British Caribbean Other Black background d. Irish Irish g. Other Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. Mixed f. Asian & White Black & White Mixed background White British White European Union Other White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... Years .……… Months Date of Birth (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National Press * Professional Journal * Other * …………………………….. 6. I am a member/follower of the following religious group: None / No religion Buddhist Christian Hindu Jewish Muslim Sikh Other * …………………………….. I hereby give my consent to Skinners’ Academy processing the information given above in accordance with the purposes stated above. Signed: Dated: TO BE COMPLETED BY APPOINTING OFFICER ONLY Short Listed Interviewed Appointed Completed applications to:
This section of the form will be removed before shortlisting. 1. Gender: 2. Date of Birth: 3. Cultural/ethnic origin: 4. Ethnicity form: Choose one section from A-E and then tick the appropriate box to indicate your cultural background. A British English Scottish Welsh Irish Any White background, please write in: B Mixed White and Black Caribbean and Black African White and Asian Any other Mixed background, please write in: C Asian, Asian British, Asian English, Asian Scottish, or Asian Welsh Indian Pakistani Bangladeshi Any other Asian background, please write in: D Black, Black British, Black English, Black Scottish, or Black Welsh Caribbean African Any other Black background, please write in E Chinese, Chinese British, Chinese English, Chinese Scottish, Chinese or other ethic group Chinese Any background, please write in
SECTION 4: QUALIFICATIONS - You will be required to provide evidence of any academic qualifications stated where they are relevant to your appointment. UNIVERSITY DEGREE (Including PGCE / Teaching Qualification) Establishment Full-time or part-time Qualifications (indicate class and division) Dates attended from (mm/yyyy) Dates attended to (mm/yyyy) Date of final exam (mm/yyyy) IN-SERVICE TRAINING / CPD (Please include both long and short courses over the last 3 years) Title Organising Body Number of days From (mm/yyyy) To (mm/yyyy) SECONDARY SCHOOL QUALIFICATIONS - Please list all your A or equivalent qualifications and grades achieved. For GCSE or equivalent qualifications please provide the grades for English and Maths and the total number of grades A*- C Establishment A Level / GCSE / Equivalent (please state) Grade Dates attended from (mm/yyyy) attended to (mm/yyyy)
Please list any dates on which you will NOT be available for interview: Education & Qualifications Please give details of your education and qualifications (most recent first) Education Start Date End Date School, College, University etc. Subject(s) Studied Qualification, Certificate, Grade etc. Work related or professional qualifications/membership & NVQ’s etc. Start Date End Date Details : Name of Association / Institute/Qualifications Level/or grade of membership Relevant Training Start Date End Date Title of Course Details
Asian – British Asian – Indian Asian – Pakistani Other Asian background Black – British Black Caribbean Other Black background d. Irish Irish g. Other Ethnic group Please specify: ……………………………... Please specify: ……………………………………. Please specify: ……………………………………. e. Mixed f. White Asian & White Black & White Other Mixed background White British White European Union Other White background Please specify: ……………………………………. Please specify: ……………………………………. 4. I am aged …….... Years .……… Months Date of Birth (DD/MM/YY): 5. How did you hear about the vacancy for which you have applied? Intranet (Skinners’ staff only) Internet * Evening Standard Job Centre Plus Friend / Relative National Press * Professional Journal * Other * …………………………….. 6. I am a member/follower of the following religious group: None / No religion Buddhist Christian Hindu Jewish Muslim Sikh Other * …………………………….. I hereby give my consent to Skinners’ Academy processing the information given above in accordance with the purposes stated above. Signed: Dated: TO BE COMPLETED BY APPOINTING OFFICER ONLY Short Listed Interviewed Appointed Completed applications to:
Lark Hill Road Preston Lancashire PR1 4HD Tel: 01772 460181 Fax: 204671 Email: Web: Dear Applicant We are delighted that you are considering completing an application for the post of Teacher of Physical Education and Sport to take up post from 1st January 2015 or as soon as possible thereafter. Cardinal Newman is a wonderful place to start (or to continue) your career and we welcome applications from applicants who are keen to gain a broad experience of teaching in an outstanding institution. We are a distinctive Catholic Sixth Form College, which welcomes colleagues and students of all faiths, and which has a real feeling of community and it is a happy, thriving and highly successful College. At Cardinal Newman College we are committed to the development of the person and we value each student as an individual with a unique mix of skills and talents. Our students achieve outstanding results placing the College at the top of the performance tables out of over 400 Colleges nationally for the last four years. We were awarded Beacon Status in 2010 and the College enjoyed an ‘outstanding’ Inspection in May 2009. However, we are as proud of our students’ social, cultural and spiritual achievements as we are of their outstanding exam results. We have a fabulous team of colleagues who give up an extraordinary amount of time to support their students and their fellow members of staff. The dedication and attention to quality they exhibit is what makes our College so successful. If you meet the criteria of the post advertised and feel that you would enjoy working here, we hope you will make an application to join us. We welcome applications from experienced teachers, those who are new to the profession as well as those who are currently training to become a qualified teacher. Completed application forms should be returned to the Human Resources Department (via email or post) by 9.00 a.m. on Monday, 17th November 2014. Interviews will be held in late November/early December 2014. We do ask that you accept, in the interests of economy, that if you have not heard from us by that you will not have been selected for interview on this occasion. Should you have any questions which are not covered in the enclosed information please do not hesitate to contact the Human Resources Department. faithfully Nick Burnham Principal Mission Statement