Teaching Vacancy Post 2
 

Dear Prospective Candidate,

Please read the “General information for all candidates” before making an application.

This is a full time permanent post that starts from 5th January 2009.

The Learning Support Faculty brings together both the Special Needs and the English as Additional Language (EAL) departments. Within Special Needs there is a SENCO who has a light teaching load, two qualified teachers, one Higher Level Teaching Assistant and a large number of other TAs. There is a Subject Leader for EAL plus two other members of staff and a number of TAs dedicated to supporting EAL students both within the classroom and in small withdrawal groups.

We have recently reviewed the Special Needs Department and are looking to change the way it currently works. We wish to move to a model where students are taught by specialists within the classroom, supported by either Special Needs teaching staff or TAs. However, we also wish to create nurture groups in all years for those students who need extra specific small group support because of their exceptional needs. Additionally, we also want to have small group withdrawal for students who need intensive help in developing literacy, numeracy, language skills etc. We intend to continue training all our TAs so that they can support students with both EAL and Special Needs in the classroom and small group situation.

You will be expected to provide in class support for students with both Special and EAL needs and to teach small groups for intensive literacy, numeracy, EAL and other basic skills support.  We also plan to introduce small nurture groups in September and you may be asked to lead these groups with support from Teaching Assistants.

Crown Hills is a hugely supportive college with caring, committed staff who really want to make this work. We are looking for somebody who has either training or experience of working in both fields.

A willingness to promote the faculty and contribute to its development is vital as is a willingness to produce a good learning environment within the classroom and College by use of displays and resources, which promote the students’ work.  We expect applicants to be committed to equal opportunities, multi-cultural education and team-working.  All teachers in the college have a tutorial role and help students in their wider social and personal education.  Likewise, as a community college, we believe strongly that education is from cradle to grave and there will be plenty of ways that the successful applicant will be able to involve themselves in wider educational concerns.
 
Crown Hills is an Associate Training School with a strong commitment to C.P.D.

Please read the attached job description and person specification.  If you are interested in applying, please fill in the application form available on this website, please include
e-mail addresses of all referees, and e-mail it together with a letter of application (no more than 2 sides of A4) outlining your experience relevant to this post to bgreen@crownhills.leicester.sch.uk by Monday 27th October 2008 by 12.00 noon.

Responsible to:                             Principal via Head of Faculty

Line Managed by:                          Head of Faculty

GENERAL:

The following are key areas of a teacher’s role but all responsibilities are outlined in the Pay and Conditions of Service Document

ROLE:

• To teach in the Faculty
• To promote the agreed aims and values of Crown Hills Community College
• To work as a full member of the Learning Support Faculty and Pastoral teams
• To exercise leadership and role model good practice for students
• To cover for absent colleagues when required

KNOWLEDGE AND UNDERSTANDING:

• Has up to date knowledge of teaching techniques and learning styles, especially in main subject specialism
• Actively keeps up to date with subject knowledge
• Takes account of relevant curriculum developments in other, related areas
• Has up to date knowledge and implements national strategies and the college’s professional development of teachers

TEACHING – PLANNING:

• For clearly defined and accountable learning outcomes
• In the light of SoW and assessment data (especially prior learning) for that particular group
• For each of the different groups within that class – EAL, A&T, SEN, EBD, Gender etc
• To set targets for each student in the class
• For a variety of learning styles and activities, including ICT and new technologies
• To the college lesson plan format
• In collaboration with appropriate colleagues (Line Managers, peers etc)
• Plans projects with other teachers
• In the light of what skills are used in other subjects
• For literacy, numeracy, language and ICT development
• Plans homework and extension work for each group, at least weekly
• For the active use of TA’s (where available)

TEACHING – CLASSROOM MANAGEMENT:

• Implements subject and college policies and procedures
• Takes into account the health and safety of students
• Develops good relationships with all classes, ensuring a learning environment
• Ensures an effective lesson structure, good organisation, time management and lesson pace to motivate students to progress well
• Manages individual students’ needs
• Facilities independent learning within students

TEACHING – ASSESSMENT:

• Uses questioning to develop a deep understanding within students of skills/aspects
• Marks in line with faculty and college policy – ensuring marking is informative and helps students to progress
• Uses peer and self-assessment in lessons with students to deepen their understanding further
• Uses subject approved mark-schemes, to NC/GCSE criteria
• Continually monitors the progress of all students in each class, against their target level/grade
• Ensures the formative use of summative data to improve students’ learning and support revision so that they can reflect on their work
• Uses assessment to inform planning and lesson delivery
• Ensures work is standardised, and participates in standardising the work of others
• Uses assessment to raise standards, so students know where they are and what they have to do to improve to the next level/grade
• Communicates assessment to parents
• Provides clear reports to Head of Faculty, students etc as and when required

STUDENT PROGRESS:

• Uses assessment from the start of the year as a basis for “value-added” progress
• Sets targets as per college policy
• Can illustrate the progress made by each student in relation to targets set and FFT
• Evaluates the progress of all students and reports these to Head of Faculty and SLT

WIDER PROFESSIONAL EFFECTIVENESS – PERSONAL DEVELOPMENT:

• Identifies and pursues opportunities for professional development to improve teaching and learning in classes
• Evaluates the impact of all CPD on teaching and learning and reports to Head of Faculty and SLT
• Shares CPD with others in the team and college as appropriate
• Observes others and is observed as part of whole school CPD and sharing of practice

WIDER PROFESSIONAL DEVELOPMENT – SCHOOL DEVELOPMENT:

• Implements all college policies and procedures
• Contributes by writing sections of the improvement plan and SoW
• Upholds the Teaching Standards within the college

PROFESSIONAL CHARACTERISTICS:

• Committed to enabling students to learn and achieve in all subjects and aspects
• Is an effective role model for students
• Inspires trust and confidence in students and staff
• Is committed to working as part of a team and sharing practice
• Is committed to improving own performance
• Has high expectations of all students and does not resort to a “blame” culture
• Tries to resolve problems
• Works to improve resources for themselves and others

ADDITIONAL REQUIREMENTS FOR TEACHERS ON U1, U2 AND U3:

• Mentors and coaches other teachers in aspects of CPD
• Observes others (and is observed by other teachers) to share good practice and teaching techniques to impact on other classrooms
• Is involved in the oversight of ITT, GTP and NQT students with the Head of Faculty, in terms of monitoring progress and improving techniques

ADDITIONAL SPECIFIC REQUIREMENTS

• Knowledge and understanding of the SEN Code of Practice and related SEN documentation
• Ability to prepare necessary paperwork and attend relevant meetings for Annual Reviews for Statemented students and others on the SEN register as required
• To have experience of, or express a serious interest in helping to further develop and be responsible for Nuture Groups
• To liaise with outside agencies as required

PERSON SPECIFICATION