Class Teacher Job Description

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1 Class Teacher Job Description Job title Class Teacher Salary and grade: Equivalent main pay scale range 1-6/Equivalent UPS 1/2/3, in line with the current School Pay Scale (Radlett Preparatory School Ltd, currently use the NASUWT pay card 2015/16 for guidance) Line manager/s: The Principal, Vice Principal, Year Group Leader, members of the Senior Leadership Team (SLT). Supervisory responsibility The post holder may be responsible for the deployment and supervision of the work of teaching assistants relevant to their responsibilities. Main purpose of the job: Be responsible for the learning and achievement of all pupils in the class/es ensuring equality of opportunity for all Be responsible and accountable for achieving the highest possible standards in work and conduct Treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher s position Work proactively and effectively in collaboration and partnership with learners, parents/carers, governors, other staff and external agencies in the best interest of pupils Act within, the school framework, which sets out their duties and responsibilities which uses for guidance purposes only, the current School Teachers Pay and Conditions Document and Teacher Standards (2012) Take responsibility for promoting and safeguarding the welfare of children and young people within the school Duties and responsibilities All teachers are required to carry out the duties of a schoolteacher as set out in the current School Documentation and job description. Radlett Preparatory School Ltd undertakes Teachers performance which is assessed against the teacher standards as part of the appraisal process relevant to their role in the school. Teaching Deliver the school curriculum as relevant to the age and ability group/subject/s you teach Be responsible for the preparation and development of teaching materials, teaching programmes and pastoral arrangements as appropriate Be accountable for the attainment, progress and outcomes of pupils you teach Be aware of pupils capabilities, their prior knowledge and plan teaching and differentiate appropriately to build on these demonstrating knowledge and understanding of how pupils learn

2 Have a clear understanding of the needs of all pupils, including those with special educational needs; gifted and talented; EAL; disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them Demonstrate an understanding of and take responsibility for promoting high standards of literacy including the correct use of spoken English (whatever your specialist subject) If teaching early reading, demonstrate a clear understanding of appropriate teaching strategies e.g. systematic synthetic phonics Use an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives for pupils of all backgrounds, abilities and dispositions, monitoring learners progress and levels of attainment Make accurate and productive use of assessment to secure pupils progress Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback, reflect on progress, their emerging needs and to take a responsible and conscientious attitude to their own work and study Use relevant data to monitor progress, set targets, and plan subsequent lessons Set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired as appropriate Participate in arrangements for examinations and assessments within the remit of the School curriculum and assessment systems. Behaviour and Safety Establish a safe, purposeful and stimulating environment for pupils, rooted in mutual respect and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly in line with the school behaviour policy. Manage classes effectively, using approaches which are appropriate to pupils needs in order to inspire, motivate and challenge pupils Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary Be a positive role model and demonstrate consistently the positive attitudes, value and behaviour, which are expected of pupils Have high expectations of behaviour, promoting self- control and independence of all learners Carry out playground and other duties as directed and within the remit of the current School procedures and expectations Be responsible for promoting and safeguarding the welfare of children and young people within the school, raising any concerns following school protocol/procedures Fulfil wider responsibilities Work collaboratively with others to develop effective relationships Deploy support staff effectively as appropriate Communicate effectively with parents/carers with regard to pupils achievements and well-being using school systems/processes as appropriate Communicate and co-operate with relevant external bodies Make a positive contribution to the wider life and ethos of the school

3 Administration Register the attendance of and supervise learners, before, during or after school sessions as appropriate Participate in and carry out any administrative and organisational tasks within the remit of the current School Documentation Professional development Regularly review the effectiveness of your teaching and assessment procedures and its impact on pupils progress, attainment and wellbeing, refining your approaches where necessary responding to advice and feedback from colleagues Be responsible for improving your teaching through participating fully in training and development opportunities identified by the school or as developed as an outcome of your appraisal Proactively participate with arrangements made in accordance with the Appraisal Practice within the school. Other To have regard for the ethos, policies and practices of the school in which you teach, and maintain high standards in your own attendance and punctuality Teachers on the equivalent grade MPS 1-6 will be expected to perform and are appraised against the current school Professional Skills Level Descriptors for main pay scale teachers (see attached). Perform any reasonable duties as requested by the Principal, Vice Principal and Proprietors of the school Upper Pay Scale (UP1/2/3) Teachers on the equivalent grade of UPS 1, 2 or 3 will be expected to perform and are appraised against the current school Professional Skills Level Descriptors for Upper pay scale teachers. NOTE This job description is not your contract of employment, or any part of it. It has been prepared only for the purpose of school organisation and may change either as your contract changes or as the organisation of the school is changed. Nothing will be changed without consultation.

4 SKILLS LEVEL DESCRIPTORS EQUIVALENT MAIN SCALE UPPER PAY SCALE NAME PAY POINT (Equivalent) DATE Professional Area Pay Point (Equivalent) PRACTICE OUTCOMES RELATIONSHIPS Relevant Standards 1.1(1);1.2(2,3,5) 1.3 (1,3) 1.4(1,2,3) 1.5 all 1.6 (1) 1.7 (1,2,3) 1.8 (3) 2.1 (2,4) 1.1(2) 1.2(1,2,3) 1.5(1) 1.6 (3,4) 1.1(1) 1.6(4) 1.7(4) 1.8(2,3,5) 2.1 (1,3,4) Band 1 Teacher Band 2 Accomplished Teacher Band 3 Expert Teacher M1 M3 M4 M6 UPS1-3 Over time, many but not all aspects of teaching are good. Knowledge and understanding of teaching pedagogy is developing. There is evidence the teacher uses outcomes from mentoring, coaching and development to have a positive impact on improving outcomes for pupils he/she teaches. Creates a positive learning environment by effectively leading and managing a class team, resulting in good working relationships with pupils, colleagues and parents Over time, the majority of teaching is based on secure knowledge and understanding and, consequently, is predominantly good or better. There is evidence the teacher uses outcomes from development and coaching to have a good impact on improving outcomes for the pupils he/she teaches. Is able to employ a range of skills, including resolving conflicts, in order to maintain effective relationships amongst the class team. Ensures productive sharing of practice - with colleagues, pupils and parents - results in good progress for the majority of pupils. Consistently over time, all aspects of teaching are at least good and much is outstanding. Excellent knowledge and expertise in teaching is effectively used to drive forward practice. There is evidence, consistently over time, the teacher has a significant impact on improving outcomes for pupils he/she teaches and, as a result of developing provision and practice throughout the school, on the outcomes for the majority of pupils. Consistently over time, uses effective mentoring and coaching to help colleagues to develop their practice. Working relationships are underpinned by a commitment to leading development of practice in school and across other schools.

5 SKILLS LEVEL DESCRIPTORS - MAIN SCALE UPPER PAY SCALE (continued) Professional Area DEVELOPMENT CONDUCT Relevant Standards 1.2(4,5) 1.3(1,2,4,5) 1.4(5) 1.5(2,3,4) 1.6(1) 1.8(4) 2.1(2) (3) 1.7(1) 1.8(1) 2.1(all) Band 1 Teacher Band 2 Accomplished Teacher Band 3 Expert Teacher M1 M3 M4 M6 UPS1-3 Acts on advice from more experienced colleagues in order to develop knowledge and understanding of teaching and improve practice. for Takes a proactive role in identifying areas for development and accessing advice and improving practice. On request, or through the School Development Plan, effectively supports the development of other members of staff. for Takes responsibility for their own training and keeps up to date with developments in education. As well as enhancing their own practice, proactively uses this knowledge to coach and support others, leading to improved outcomes for pupils. for

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