ROLE PROFILE Job Title : CLASS TEACHER Team : TreeHouse School Managed by:

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1 Pay band: 6 ROLE PROFILE Job Title : CLASS TEACHER Team : TreeHouse School Managed by: Supervised by: Assistant Head Deputy Head Responsible for: (Give titles and numbers of direct and ultimate reporting jobs) Senior ABA Tutor ABA Tutors Vocational Specialist Agreed By: Becky Jones Date: June 2014 Job Purpose: To ensure the outstanding teaching and learning in your class through effective delivery of, access to and progression through the personalised curriculum for each pupil as a result of the implementation of learning support strategies and behaviour plans underpinned by the scientific principles of learning and behaviour. Be responsible for leading the class team to ensure accurate and timely reporting and recording: e.g. pupil progress; effective and timely home-school communication; incident/accident; and Positive Handling. Responsible for maintaining and nurturing positive relationships with parents and carers in accordance with school policy. Ensure staff in the class team are effectively led and performance managed, ensuring that the right information is shared at the right time in relation to appraisals and assessments. Responsibility for leadership of one or more subjects across the school and for the planning and co-ordination of any school events or educational visits relating to that/those subjects. Demonstrate the vision and values of THS and AAA in everyday work and practice, upholding the school ethos of challenge and support where all pupils can reach their full potential and maximise their engagement in learning Actively contribute to the shared culture of excellence and capacity building that promotes inclusion and maximises learning and achievement of pupils and colleagues To treat all members of the school and charity community fairly, with dignity and respect, contributing to the positive school ethos and culture Responsible for ensuring that your own practice is consistent with TH school and AAA organisation policies and procedures and for keeping abreast of any changes to these e.g. through reading updated policies or participating in CPD and staff training Responsible for your own effective professional communication, orally and in writing, to the right people at the right time Actively engage in personal and corporate Continuing Professional Development (CPD) regularly reflecting on your own practice, working towards personal targets and by participating positively in the arrangements made for performance management/appraisal and contributing to school development as set out in the School Development Plan Responsible for ensuring that your own responsibilities and accountabilities are clearly defined and understood and for managing your work and working proactively with your manager to that end To uphold THS and AAA policies to protect and safeguard pupils and vulnerable adults in order to secure their health, safety and wellbeing Responsible for ensuring that your personal use of resources is efficient and effective and actively upholds THS and AAA Health and Safety and Expenditure policies Assume personal responsibility for implementing the organisation s policy on Equal Opportunities and inclusion for all staff and pupils Carry out any such duties as may be reasonably required by the Executive Headteacher Jargon buster: school refers to one of either the Lower, Upper or 6 th Form Schools ; TreeHouse School (THS) or School refers to the whole school (Lower, Upper and 6 th Form schools combined)

2 TEACHING AND LEARNING ( SCHOOL) Quality of Teaching To ensure outstanding teaching and learning across the curriculum for pupils in your class, as a result of effective multi-disciplinary team working and strategies underpinned by the scientific principles of learning and behaviour Consistently deliver outstanding teaching that ensures pupils in your class make at least expected progress towards their targets Ensure that your own subject knowledge is thorough and is promoted in class and across the school through subject leadership to engage the interests of pupils in learning In collaboration with the school senior and middle leadership teams, ensure that pupils access the timetabled curriculum and that lessons are exciting and challenging and inspire every pupil to develop the key skills required to be an effective learner and achiever Demonstrate knowledge of how pupils learn and how this impacts on teaching; regularly reflect on teaching, learning and general practice within your class to evaluate the effectiveness of your teaching and any learning supports In collaboration with the school multi-disciplinary team and informed by assessment for learning data, write the weekly plans for your class in all lessons you are timetabled to teach and/or lead and share these with other adults involved in supporting learning in your class to ensure that pupils make progress towards their medium term targets (identified in Learning Journeys and Teaching and Learning Meetings ) as a result of well managed people, resources and timely support and intervention Spiritual, moral, social and cultural development Ensure that all pupils in the class access a personalised school curriculum, including participation in school events (Sports day, Arts day, Christmas Show etc.), educational visits (weekly and occasional visits) and school visitors that promote their spiritual, moral, social and cultural development. In collaboration with the Behaviour Analyst, evaluate the impact of interventions in relation to pupils spiritual, moral, social and cultural development and report this to the Senior Leadership Team as required Organise and maintain a classroom environment that promotes pupils spiritual, moral, social and cultural development: through display; a diverse range of teaching materials; well organised morning and afternoon PSHCE lessons; classroom routines and paired and small group work and play opportunities. Demonstrate an awareness of the spiritual, moral, social, physical and cultural development of each child and adapt teaching to support pupils education at different stages of development Meeting Diverse Learning Needs With advice and guidance from the Behaviour Analyst, ensure that all pupils in the class are supported using behavioural approaches to access the broad range of learning activities available to support diversity, inclusion and to challenge pupils learning and development Work collaboratively with the Behaviour Analyst and Allied Health Professionals to ensure individual programmes and behavioural interventions support pupil access to the school curriculum To promote curriculum continuity, consistency and personalisation, balance, differentiation and progression; taking into consideration pupils prior attainment, individual education plans, pupils with EAL, and gifted and talented pupils. With advice and guidance from the Behaviour Analyst ensure that differentiated learning opportunities are in place to support all pupils learning, including those with English as an Additional Language, additional SEN and those at risk of under-achievement Drawing down from TreeHouse School curriculum, ensure that a broad range of learning activities are always available to support diversity, inclusion and challenge to pupils in your class Responsible for writing and reviewing risk assessments and arrangements for educational visits (including residential trips) undertaken by pupils in your class including collaborating with

3 the Educational Visits Co-Ordinator in the school and any Teacher/s in Charge to ensure arrangements are in place to facilitate the inclusion of all pupils ACHIEVEMENT Target setting and pupil progress To follow the school s assessment and recording systems and to be able to use assessment data effectively to set clear lesson objectives, weekly objectives and medium term targets in order to raise attainment and ensure maximum progression for all pupils within the class. Be responsible for leading the class team to ensure accurate and timely reporting and recording of pupil progress including ensuring accurate and appropriate data collection systems are followed and used as an effective assessment for learning tool; maintaining pupil files; updating pen portraits; writing bi-weekly reports; and Records of Achievement Responsible for effective and timely home-school communication, ensuring that parents and carers are kept informed and updated about their child s progress (and/or any challenges) and about the contribution they can make in supporting their child s learning. Support the to make accurate and meaningful assessments; track and report on progress e.g. contribute to Annual and Termly reports of pupil progress and to target setting / review of Learning Journeys, ensuring these are written to a high standard and completed to deadline. Be accountable for pupils attainment, progress and outcomes in your class; track whole school progress in subject that you have responsibility for leading, using assessment data to inform school development plans and targeted interventions Encourage pupils to be aware of their targets and how to achieve them Know and understand how to assess different subject and curriculum areas, including statutory assessment requirements Assist pupils in tracking their own progress and give them regular feedback orally, through use of reinforcement and through accurate marking encouraging them to respond to the feedback to inform their learning. Collect, analyse and report on pupils own views of their learning and experience of school Promote and facilitate parental and carer involvement in their child s learning by making every effort to foster good relationships with all parents; facilitating meaningful and accurate daily home-school communication, reporting fortnightly on pupil progress and writing clear and accurate termly and annual reports as required by TreeHouse School policies and procedures. Behaviour and Safety Contribute to the writing and review of Positive Handling Plans for pupils in class ensuring that all staff working with pupils in class are aware of and compliant with TreeHouse School policies and guidance around best practice in relation to Positive Handling and Health and Safety; and that the school environment is well managed and resources used efficiently and safely Responsible for ensuring accurate reporting and recording by members of the class team of all matters relating to Health and Safety and pupil welfare in accordance with TreeHouse School and Ambitious about Autism policy Responsible for ensuring staff in the class team take account of the Mental Capacity Act and Child/Vulnerable Adult Protection requirements Responsible for ensuring that any personal care and/or Health Care Plans needs take account of all relevant school and Ambitious about Autism policies; provide personal care as required (e.g. toileting, nappy changing, feeding) for pupils where necessary

4 Responsible for accurate reporting and recording of pupil attendance and punctuality Responsible for ensuring that pupil details are kept updated on the school database Leadership and Management Responsible for following TreeHouse School and Ambitious about Autism policies and procedures to identify areas of outstanding practice and to fairly and robustly challenge under-performance at all levels including learners and members of the class team, and in collaboration with senior or middle leadership, put in place effective intervention programmes to keep performance on track Ensure staff in the class are effectively led and performance managed, including working collaboratively with the Behaviour Analyst and other colleagues to support the assessment and observation of Trainee ABA Tutors/ABA Tutors as required for their progression through the Tutor Training Programme. Responsible for ensuring that the Senior Leadership Team receive the right information at the right time relating to appraisals and assessments. Responsible for the agreeing, managing, monitoring, and reporting on budgets as delegated Contribute to school projects and programmes identified to develop the school to achieve its overall aims and objectives, plans and policies Responsible for providing lunchtime supervision which may include lunchtime clubs and activities To undertake any other appropriate responsibilities and duties that may arise

5 CANDIDATE SPECIFICATION Role Title : Class Teacher (Lower School) Team : TreeHouse School Education level & Qualifications : Technical Skills / Experience Knowledge & Expertise : ESSENTIAL Qualified Teacher Status Registration with the GTC 1. Knowledge of the National Curriculum and EYFS 2. Knowledge of good practice in curriculum planning, development, assessment and evaluation of pupil progress including preparing pupils for externally accredited awards and qualifications 3. Experience and sound knowledge of teaching across various Key Stages, in particular proven experience of teaching pupils with SEN in the Primary/KS3 age group (within mainstream or specialist settings) 4. Ability to lead and coordinate on one or more curriculum areas; demonstrating specific expertise and competence in a curriculum area 5. Understanding of the principles of ABA and a commitment to increase knowledge and application of ABA 6. Good understanding and proven experience of managing health and safety arrangements in the work place, to include education off-site / beyond the classroom 7. Experience of managing assessment, recording and reporting 8. Knowledge of school inclusion 9. Commitment to TreeHouse aims and objectives able to demonstrate an understanding and personal commitment to safeguarding and promoting the welfare of children and young people DESIRABLE Special needs qualification Experience of ABA practice Experience of teaching in an autism specific setting Knowledge of typically developing children Personal Skills 10. Evidence of excellent interpersonal and communication skills (both verbal and written) 11. Evidence of experience, ability and enthusiasm for collaborative working across multi disciplinary team 12. Excellent organisational skills; able to balance conflicting priorities 13. Good data analysis skills (assessment for learning) 14. IT literate 15. Physically and emotionally resilient in order to work with children and young adults with autism with challenging behaviour

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