Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary)

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1 Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary)

2 Lilac Sky Schools Academy Trust Job Description Post: Reports to: Liaising with: Trainee Class Teacher (Primary) Principal Principal, Leadership Team, Academy Business Manager, Trust Directors, Local Governing Body members, Staff, Pupils, Parents/Carers, External agencies/professionals Special Notes: The member of staff will be trained to manage support staff within his/her class Main Purpose: To engage with the training process to learn to carry out the professional duties of a teacher as circumstances may require and in accordance with the Trust s policies and ethos under the direction of the Principal. To follow the training programme as set out by the University of Greenwich. Key Functions: To learn to take responsibility for a class of children determined on an annual basis by the Principal and in accordance with the duties listed in this document. To be supported to carry out the professional duties covered by the latest School Teachers Pay and Conditions document. The postholder will be expected to undertake training and duties successfully in order to complete the training year. Teach a class of pupils in line with the training scheme provided by University of Greenwich. To ensure, with mentor support, guidance and training, that planning, preparation, recording, assessment and reporting meet the varying learning and social needs of the class. Maintain the positive ethos and core values of the Trust, both within the academy and the wider community. Page 2 of 7

3 Specific Responsibilities: The main responsibilities of the post are to: (please note all responsibilities are with the support of and in accordance with guidance from the trainee s mentor) teach a class of pupils in conjunction with the provided mentor on an increasing scale across the year, dependent upon experience, as directed by the Principal. attend a l l relevant and compulsory INSET/CPD m a d e available to you by the Trust and the University of Greenwich. develop a high standard of classroom management and practice and teach within the framework of the Academy Trust policies and guidelines paying particular attention to equal opportunities and behaviour management, under the guidance of the training mentor. implement the Trust s positive behaviour management strategies in accordance with the behaviour management policy. support initiatives taken by the Trust and SLT. assess pupil achievement and plan for future learning, under the guidance of the trainee mentor plan appropriately to meet the need of all pupils, through the differentiation of tasks, with support from the trainee mentor keep appropriate and efficient records, integrating formative and summative assessment into planning work with SLT and other colleagues to track the progress of individual children and intervene where pupils are not making progress plan for, organise and maintain a stimulating classroom environment appropriate to the needs, age and level of development of the pupils, which facilitate learning. be responsible for safeguarding the health and wellbeing of the pupils, actively promote the development of personal and social skills and provide emotional support in a way that accords with the pupils age and level of development within the stated aims of the school. engage in and maintain a dialogue with parents/carers, therapists and other professionals about teaching and learning and progress of pupils in the allocated class, in conjunction with the class mentor. participate in school activities, meetings, discussions and management systems necessary to co-ordinate the work of the academy as part of the statutory 1265 hours directed time. report to parents/carers on the development, progress and attainment of pupils As part of training, make effective use of ICT to enhance learning and teaching. Page 3 of 7

4 promote the agreed academy ethos, attitudes and values in all aspects of work with pupils, colleagues, support staff, parents/carers and visitors. promote the academy and celebrate its success at every opportunity. comply with and actively implement Trust policies regarding Health & Safety, Equal Opportunities, Safeguarding and Behaviour Management. participate in training and the implementation of health care practises. have due regard for safeguarding and promoting the welfare of children and young people and to follow the child protection procedures and the Trust s safeguarding policy. maintain an up-to-date knowledge of curriculum and relevant SEN issues through INSET, wider professional development and research. work with the trainee mentor and other colleagues to identify clear teaching objectives, content, lesson structures and sequences appropriate to the subject matter and pupils being taught. maintain up-to-date subject knowledge and knowledge of national and academy requirements and guidance in the allocated curriculum area. carry out other tasks as reasonably requested by the Principal Page 4 of 7

5 Lilac Sky Schools Academy Trust Person Specification Position: Trainee Classroom Teacher (Primary) The Academy Trust are dedicated to appointing the best possible candidate for the position of Trainee Classroom Teacher at our Academy. The successful candidate will have the ability to motivate and inspire those that they work with, break through the barriers of expectations and harness all opportunities to create a climate of success and achievement for all. Classroom Teachers at our academy will want to make a difference. They will be ready for a challenge and will bring a wealth of innovative and outstanding ideas to engage all stakeholders. Our Classroom Teachers will be approachable and consistent; they will give and earn respect from our pupils, staff, parents and carers. QUALIFICATIONS AND TRAINING Essential Desirable Interview Application First degree or equivalent GCSE (or equivalent) grade C or above in English Language, Science and mathematics Attendance at relevant courses (Evidence of further advanced study, e.g. a second degree) Please also note: You must have passed both the Literacy and Numeracy Professional Skills Tests before the training programme begins. EXPERIENCE At least 3 years recent full-time (or equivalent) work experience. Evidence that the candidate has supported students effectively; experience of dealing with student indiscipline, preferably in a caring and compassionate, but firm manner. Evidence of successful organisation and administration Successful experience of bringing about change in a logical and technically sound manner which was acceptable to the interested parties. Page 5 of 7

6 PERSONAL QUALITIES Personal presence and confidence; warmth and sensitivity: flexibility and maturity of approach; enthusiasm and a sense of humour Drive, energy, commitment, proven capacity for hard work and willingness to go the extra mile ; capacity to manage own work pressure and that of others effectively Commitment to partnership between school, parents, community, governing body and others who have an interest in the school Leadership skills, e.g. ability to influence positively and provide a structure for others in formulating policy, solving problems and implementing decisions effectively; caring and approachable; capacity to motivate and inspire teachers Proven ability to work as a team member Outside interests INTERPERSONAL SKILLS Ability to develop and maintain good working relationships with students, teaching and nonteaching colleagues, parents, governors and others associated with the school Ability to mediate, arbitrate and negotiate in appropriate circumstances JOB RELATED APTITUDES, SKILLS AND KNOWLEDGE Ability to effectively use knowledge of current educational management, personnel and curricular issues, recent reports and legislation Ability to communicate effectively with different audiences, orally and in writing Management skills, e.g., the ability to successfully build teams; motivate others; contribute to staff development; delegate; manage time; chair meetings Knowledge of curriculum developments and related matters Good I.C.T. skills Page 6 of 7

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