Full Job Description
Job Description
The main duties are as follows:
(a) teaching assigned classes together with associated preparation and correction
(b) developing the school curriculum
(c) assessing, recording and reporting the work of pupils
(d) preparing pupils for examinations and assisting with their administration
(e) providing advice and guidance to pupils on issues related to their education
(f) promoting and safeguarding the health, welfare and safety of pupils
(g) working in partnership with parents, support staff and other professionals
(h) undertaking appropriate and agreed Continuing Professional Development
(i) participating in issues related to school planning, raising achievement and individual review
(j) contributing towards good order and the wider needs of the school
The successful applicant will: • Lead raising attainment in the BGE and work with identified senior phase groups • Lead a behaviour support programme for BGE pupils Remit to include: • Scrutiny of tracking and data – attendance, effort, behaviour, homework, demerits, transfers, referrals to Reflect and Resolve, ‘asked out of class’ • Identification of individuals and groups for BGE raising attainment and behaviour support • Support pupils to reach their potential – focus on literacy, numeracy and HWB • Support the inclusion of pupils – focus on wellbeing and engagement • Assist SLT with promoting positive behaviour across the school including prevention from and alternatives to exclusion • Teach flexible curriculum and source alternative awards and activities for identified pupils and groups e.g wellbeing award , e-learning etc • Work with agencies and partners to secure support for individuals and groups • Attend MAPS meetings and Child’s planning meetings as appropriate • Utilise behaviour Boxall Profile • Support staff and pupils via restorative practices • Liaise with Pupil Support team • Support Positive Engagement co-ordinators • Possible small group raising attainment support with Senior Phase • Liaison with, and support for, parents to minimise barriers to learning In-class support • Carry out observations • Communicate offer with staff- agreement of core group for behaviour support • Invite departmental bids for in-class support- aim to keep pupils in class • Set up collaborative agreement of what support will look like • Measure impact through tracking, survey of staff and pupilsThe Individual
Applications will also be considered from applicants who are provisionally registered and are able to take up unpromoted permanent positions on a temporary basis. Full time posts would also be suitable for applicants wishing to apply on a job-share or part-time basis
