Purpose of the role

To ensure all pupils achieve high standards of learning and well-being.

 Main duties

Set high expectations which inspire, motivate and challenge pupils

·         Establish a safe and stimulating environment for pupils, rooted in mutual respect

·         Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

·         Lead by example and demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

 Promote good progress and outcomes by pupils

·         Be accountable for pupils’ attainment, progress and outcomes.

·         Plan teaching to build on pupils' capabilities and prior knowledge.

·         Guide pupils to reflect on the progress they have made and their emerging needs.

·         Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

·         Encourage pupils to take a responsible and conscientious attitude to their own work and study.

 Demonstrate good subject and curriculum knowledge

·         Have a secure knowledge of all curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings.

·         Demonstrate a critical understanding of developments in curriculum areas, and promote the value of learning and scholarship.

·         Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of Standard English, whatever the teacher’s specialist subject.

·         Demonstrate a clear understanding of the teaching of systematic synthetic phonics, reading and the teaching and application of basic skills.

·         Demonstrate a clear understanding of the teaching of mathematics and the application of basic skills.

 Plan and teach well-structured lessons

·         Impart knowledge and develop skills and understanding through effective use of lesson time.

·         Promote a love of learning and children’s intellectual curiosity.

·         Set and assess homework and plan other out-of-class and enrichment activities to consolidate and extend the knowledge and understanding pupils have acquired.

·         Reflect systematically on the effectiveness of lessons and approaches to teaching.

·         Contribute to the review, design and provision of an engaging curriculum.

 Adapt teaching to respond to the strengths and needs of all pupils

·         Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively.

·         Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these.

·         Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development.

·         Make effective use of resources (including other adults) to impact on pupil learning and progress.

·         Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

 Make accurate and productive use of assessment

·         Undertake formative, summative and statutory assessments in line with the Academy’s policy and assessment calendar.

·         Make use of formative and summative assessment to plan for and secure pupils’ progress.

·         Use data to monitor progress, set targets, and plan subsequent lessons.

·         Give pupils regular and timely feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

·         Prepare and present written and verbal reports for parents and carers.

 Manage behaviour and resources effectively to ensure a good and safe learning environment

·         Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms, around the academy and when learning off-site, in accordance with the Academy’s behaviour policy.

·         Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.

·         Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them.

·         Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

·         Ensure the learning environment is kept well ordered, tidy and free from hazards.

 Fulfil wider professional responsibilities

·         Make a positive contribution to the wider life and ethos of the Academy and the Trust.

·         Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support.

·         Deploy support staff and other adults in a support role effectively.

·         Liaise with external agencies with regard to pupil progress, safety and welfare.

·         Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues and external advisers.

·         Work with other staff across the Trust and in other maintained schools.

·         Communicate effectively with parents with regard to pupils’ achievements and well-being.

·         Lead an area or strand of school improvement (excl. NQT).