Accountability for area of responsibility: 

Quality of teaching and learning 

Outstanding individual student progress and achievement

Outstanding cohort/vulnerable group success and progression rates, closing the achievement gap between all student groups

Analysis of student assessment data and liaison with class teachers with regard to student progress and in particular under achievement

Supporting staff in setting and achieving challenging targets for all students

Implementation and co-ordination of programmes of intervention

Outstanding behaviour and attendance of students

It is expected that all TLR’s will:

 Act as a model of good practice

Carry out duties of a school teacher as set out in the current School Teachers’ Pay and Conditions document

Carry out the normal responsibilities of a class teacher as detailed in the school’s teacher job description

Carry out the actions associated with Teachers and those delegated by Head of Faculty from ‘Making a difference - Strengthening progress in lessons’

Organise and support Faculty trips and events

Lead and manage planning improvement to translate the school aims and policies into action, enabling the school to reach its goals and targets as specified in the School Improvement Plan

Specific areas of responsibility:

Leadership and Management:

Work with the Head of Faculty to contribute to Faculty Action Plans and develop policies and practices which take into account the School Improvement Plan, self-evaluation, national and local developments

Monitor, evaluate and review all systems and procedures put in place to ensure they are effective in improving the quality of education provided, meet the needs and aspirations of all students and raise standards of progress and achievement, use the outcomes to plan actions for improvement

To undertake lesson observations and performance reviews setting appropriate targets for staff as allocated by SLT

Continuous review of the curriculum, taking into account local and national initiatives and legislation

Ensure that information on student progress and staff performance collected from monitoring, evaluation and review is used to improve teaching and learning

Communicate effectively with parents and students as appropriate

Maximise the integration of Literacy, Numeracy and ICT strategies to enhance learning

Ensure that staff development needs are identified and that appropriate programmes are designed to meet such needs

Ensure there are appropriate arrangements for classes when staff are absent, to provide appropriate cover within the area of responsibility liaising with relevant staff

To contribute to school liaison and marketing activities, e.g. the production and collection of material for the website, press releases, the school prospectus, conferences and the effective promotion of Faculty at Prospective parents evenings, Options evenings and other events

Ensure that the environment is suitable for effective learning, that Department areas are well maintained, respected, organised and that displays are engaging and stimulating

Achievement & Progress:

Ensure all students meet or exceed their target grades

Effectively analyse, interpret and evaluate data to track students’ progress and carry out appropriate interventions to address underperformance

Set targets for students and use as the basis for on-going dialogue about learning with teaching staff to inform high quality teaching that improves learning outcomes

Identify, agree and plan specific action at wave 1 and 2 to support individual members of staff to address the slippage of individual students through progress monitoring meetings

Promote and co-ordinate the provision of extra-curricular activities, holiday revision/ booster classes, intervention classes and super learning with area of responsibility

Teaching and Learning: 

Implement current school policy and initiatives to drive improvement in teaching and learning

Support teachers with the achievement of quality standards in lesson planning and delivery

Ensure that Schemes of Learning are constructed for the department which satisfy statutory requirements and are compatible with the school’s aims, policies and ethos

Monitor and evaluate the Schemes of Learning and modify them in the light of new attitudes and approaches, changed examination specifications or altered school or national policies

In liaison with the Head of Learning Support ensure that Schemes of Learning are differentiated to meet the needs of individual students

Ensure that Schemes of Learning show continuity and progression in:

Curriculum objectives and content 

The development of cross curricular skills

Teaching and learning strategies

Assessment for and of learning

Promote learning and teaching strategies which stimulate student interest and involvement in learning (excite, engage, enthuse) and which meet the needs of individual students, drawing on good practice in other Faculties.

Identify lead practice regularly, celebrating and implementing it across the department so that it makes a difference to the outcomes of all student

Promote and secure a culture of independent learning

Ensure that provision is made to meet the learning needs of all students including those who are Gifted and Talented, and all vulnerable groups

In conjunction with the Head of Faculty monitor the quality of teaching and learning in the department, identifying actions to drive improvements

Promote and embed current school literacy and numeracy policies and initiatives within the department 

Behaviour & Safety:

Promote and secure exemplary standards of student conduct, discipline and dress code

Ensure that the school guidelines on behaviour, presentation of work and completion of extended learning are implemented within area of responsibility

Implementation of Behaviour for Learning Policy in department

Liaise with the Heads of Key Stage/Progress Leaders, SEN and learning support staff over individual student needs

Implement Health and Safety policy and legislation related to the department, reporting any concerns to the school Health and Safety Officer

This job description will be reviewed annually and may be subject to amendment or modification at any time after consultation with the post holder. It is not a comprehensive statement of procedures and tasks, but sets out the main expectations of the School in relation to the post holder’s professional responsibilities and duties, including the provision of high quality teaching and learning and the safeguarding, wellbeing and care of pupils. Elements of this job description and changes to it may be negotiated at the request of either the Headteacher or the incumbent of the post, and it should be noted that the post-holder is expected to carry out such duties as may reasonably be required by the Headteacher from time to time 

Person Specification 

Qualifications & Professional Status

Essential

Qualified Teacher Status (QTS)

Good honours degree or equivalent in a relevant Expressive Arts subject or closely related field

Evidence of ongoing professional development

Desirable

Leadership or middle‑leadership qualification or training

Further qualification relevant to curriculum leadership, assessment, or pedagogy

Experience 

Essential

Successful teaching experience across Key Stage 3 and Key Stage 4 in at least one Expressive Arts subject 

Evidence of secure classroom practice with strong pupil outcomes

Experience of using data to monitor pupil progress and inform teaching

Experience of contributing to curriculum planning within a department or faculty

Desirable

Experience of teaching at Key Stage 5

Experience of supporting or mentoring colleagues, trainees, or ECTs

Experience of leading a subject area, initiative, or project within a faculty

Involvement in enrichment activities such as productions, exhibitions, performances, or clubs

Teaching & Learning

Essential

Outstanding or consistently good classroom practice

Strong subject knowledge and passion for Expressive Arts education

Ability to plan and deliver engaging, inclusive and differentiated lessons

Secure understanding of assessment for learning and effective feedback

Commitment to raising standards and narrowing gaps in achievement

Desirable

Experience of curriculum sequencing and development

Understanding of cross‑curricular links within Expressive Arts

Experience of adapting curriculum to meet diverse learner needs

Leadership & Management

Essential

Ability to support the Head of Faculty in day‑to‑day leadership and organisation 

Ability to model high standards of teaching and professional conduct 

Willingness to take on delegated leadership responsibility 

Ability to support quality assurance processes (e.g. lesson visits, work scrutiny)

Desirable

Experience of leading staff meetings, CPD, or moderation activities

Experience of supporting colleagues through coaching or informal mentoring

Understanding of departmental or faculty budgeting processes

Communication & Interpersonal Skills

Essential

Excellent written and verbal communication skills

Ability to work collaboratively and professionally with colleagues

Positive relationships with pupils that encourage high expectations and engagement

Ability to communicate effectively with parents/carers

Desirable

Experience of working with external partners, visiting practitioners or arts organisations

Personal Qualities

Essential

Commitment to the school’s ethos, values and vision 

Strong organisational skills and ability to manage time effectively 

Resilient, flexible and solution‑focused approach

Willingness to reflect on and improve own practice

Commitment to safeguarding and promoting the welfare of children and young people

Desirable

Enthusiasm for whole‑school enrichment and cultural opportunities

Ambition for further leadership development

Safeguarding 

Essential

Willingness to undertake safeguarding training

Commitment to equality, diversity and inclusion

Satisfactory enhanced DBS clearance