Promote good progress in lessons √ A, I, R Demonstrate good subject knowledge √ A, I, R Plan and 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 organizational 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 meet deadlines √ R Good ICT skills √ R Excellent standard of written communication √ A BEHAVIOUR AND 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 people √ R Be a role model in setting professional standards √ R, I, A The post holder will require an enhanced DBS √ D Perform any duties consistent with the nature and level and grade of the post √ In line with the Trust’s Safer Recruitment and Selection Policy:
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. 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 adapting advice. Proactively leads the professional development of others in a way which leads to 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.