Team Leader: Job Description

Transcription

1 Accountable to the Headteacher Team Leader: Job Description The appointment of a Phase Leader is subject to the current conditions of employment for teachers contained in: the School Teachers Pay and Conditions Document (STCPD); the School Standards and Framework Act 1998; the required Professional Standards for Teachers other current legislation. This job description may be amended at any time following discussion between the Headteacher and the member of staff, and will be reviewed annually as part of the Performance Management process. This job description includes references to: Ofsted s Self-Evaluation form (in the headings); Professional Standards for School Leaders and Excellent Teachers. Duties and responsibilities together with competencies and skills required of the postholder are set out within each of the outcome areas. General description of the post All post-holders are expected to ensure the school s vision, ethos and values are embedded in the day-to-day and long-term running of the school. Each post-holder must share and deliver the school s principles, policies and Learning values (Creativity, Independence, Individuality, Interdependence, Spirituality) and self-discipline. The holder of this post is expected to carry out the professional duties of a Phase Leader as described below, and play a major role in the overall strategic direction of the Headship Team in: i. implementing the aims and objectives of the school; ii. iii. iv. formulating policies and procedures through which they shall be achieved; managing staff and resources to that end; monitoring progress towards their achievement; and v. undertaking to the extent required by the Headteacher, any professional duties delegated by the Headteacher. 1

2 The post-holder should be able to sustain the Professional Standards for Excellent Teachers and Leadership which are described below. Relationships The post-holder is accountable to the Headteacher in all matters. The post-holder is also accountable for the development, monitoring and evaluating of teaching and learning within their Phase Group and adjoining phase groups, when appropriate. Within the Performance Management (PM) process, the post-holder will act as a reviewer to staff (training provided). Within the Performance Management (PM) process, all staff in the school are accountable to the Headteacher through their respective teams and leaders. Within Continuing Professional Development (CPD) all staff in the school are accountable to the Headteacher through their respective teams and leaders, for the impact their development has on pedagogy. The post-holder is a major contributor to the School Development Plan (SDP) and Self- Evaluation Form (SEF) 2

3 Outcomes 1. Achievement and Standards Duties and responsibilities: Contributing towards embedding assessment for learning in subjects and evaluating progress through the use of appropriate assessments and records. Monitoring and tracking progress and evaluate the effects on teaching and learning by working alongside colleagues, analysing work and outcomes including pupil progress and attainment data. Ensuring that improvements in literacy, maths and ICT/Six areas of learning (particularly Communication. Language and Literacy, Personal and Social Development and Problem Solving, Reasoning and Numeracy) are priority targets for all pupils. Ensuring teachers routinely provide pupils with opportunities to take intellectual risks, and then support them in taking such risks. Supporting teachers to provide sufficient time for pupils to self assess and review and what they have learnt. Knowledge, skills and competencies required: Has teaching skills which lead to excellent results and outcomes. Acknowledges excellence and challenges poor performance across the phase group. Establishes creative, responsive and effective approaches to learning and teaching. Monitors, evaluates and reviews classroom practice and promotes improvement strategies. Challenges underperformance in the classroom and ensures effective corrective action and follow-up, in liaison with the Headship Team. Works alongside the Headship Team to set challenging targets for their phase group. Possesses the analytical, interpersonal and organisational skills necessary to work effectively with staff and leadership teams. Demonstrates an excellent ability to assess and evaluate teaching & learning and pupil progress. Demonstrates a commitment to raising standards in their phase group and the whole school. Ensures creativity, innovation and the use of appropriate new technologies to achieve high standards. Supports the Headship Team in translating the vision to their phase group. 3

4 Knows how to improve the effectiveness of assessment practice in the phase group, including how to analyse statistical information to evaluate the effectiveness of teaching and learning across the school. Ensures a smooth and positive experience of transition. Acknowledges and continues to celebrate our diverse community. 2. The quality of provision Duties and responsibilities: Providing models of excellent and innovative teaching and using their skills to enhance teaching and learning by undertaking and leading school improvement activities and Continuing Professional Development (CPD) for other teachers. Leading teachers and support staff to enhance the quality of teaching and learning throughout their phase group and using own example of high quality teaching and learning. Ensuring continuity and progression in the phase group by supporting colleagues in choosing the appropriate teaching and learning methods and setting clear learning objectives through an agreed action plan, developed in line with the SDP. Ensuring teachers classroom organisation and teaching methods are consistently of a high standard. Disseminating to teachers materials relating to best practice and educational research. Supporting the Headship Team in the monitoring of the quality of teaching and pupils achievements in class, including the analysis of performance data and full participation in performance management and its delegated responsibilities. Actively monitoring and responding to development and initiatives at national, regional and local levels. Approving, monitoring and evaluating performance management plans for teaching which identify clear targets, times-scales and success criteria for its development and/or maintenance as part of the performance management cycle. Knowledge, skills and competencies required: Has an extensive and deep knowledge and understanding of their phase group and related pedagogy. Takes a lead in planning collaboratively with colleagues in order to promote effective practice. Has teaching skills which lead to excellent results and outcomes. Demonstrates excellent and innovative pedagogical practice. 4

5 Researches and evaluates innovative curricular practices and draws on research outcomes and other sources of external evidence to inform their own practice and that of colleagues. Acknowledges excellence and challenges poor performance across the phase group. Establishes creative, responsive and effective approaches to learning and teaching. Monitors, evaluates and reviews classroom practice and promotes improvement strategies. Challenges underperformance in the classroom and ensures effective corrective action and follow-up. 3. Leadership and Management Duties and responsibilities: Leading and supporting the development of one of the school s learning values Leading the induction and support of new staff in the phase group. Supporting the Headship Team in monitoring the Performance Management policy, procedures and outcomes for all staff in the school. Leading and minuting weekly phase group meetings. Supporting staff in phase who are experiencing difficulties. Ensuring that behaviour in and around the phase and whole school is conducive for learning and responsible for managing the behaviour of pupils in their phase group and whole school. Working with the Headship team to ensure that staff development needs are identified within the group for whom the post-holder is responsible and that appropriate programmes are designed to meet such needs. Being responsible for the day-to-day management of staff within the designated area and acting as a positive role model. Arranging PPA and cover for staff in the phase group Liaise with Local Authority Consultants and Advisors. Attend a weekly Senior Team meeting. Being a member of the Middle Team, including attending fortnightly MT meetings. Liaising and working with parents and carers on how to support their child e.g. through coffee mornings, parent workshops etc. Promoting and driving the spiritual moral, social and cultural (SMSC) aspects of the school and all in it. 5

6 Knowledge, skills and competencies required: Standing up and being counted - honesty, personal integrity and ethical decision making; taking responsibility for their actions and consequences. Emotionally intelligent and resilient especially in the face of difficulty and challenges. Awareness of their personal impact on others, particularly when they are under pressure as they have an understanding of the 'triggers' to which they are susceptible. Applies the leadership of processes of change to demonstrable improvement. Delegates management tasks and monitors their implementation. Consistent and equitable management of staff. Inspires, challenges, motivates and empowers others to carry the school vision forward. Makes well-founded appraisals of situations upon which they are asked to advise, applies high-level skills in classroom observation to evaluate and advise colleagues on their work and devises and implements effective strategies to meet the learning needs of children and young people leading to improvements in pupil outcomes. Contributes to the professional development of colleagues using a broad range of techniques and skills appropriate to their needs so that they demonstrate enhanced and effective practice. Works closely with leadership teams, taking a leading role in developing, implementing and evaluating policies and practice that contribute to school improvement. Has an excellent ability to provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners attainment, progress and areas for development that promotes pupil progress. Prioritises, plans and organises themselves and others. Makes professional, managerial and organisational decisions based on informed judgements. Thinks creatively to anticipate and solve problems. Promotes teamwork and motivates staff to ensure effective working relations. 6

7 In addition to the above general description of the post: Specific responsibilities of Team Leaders are expected to drive, support, lead and manage one area from each band below: Gifted and Talented EaL Learners Mobility English and MFL Mathematics Community Cohesion (including parental involvement) ITT and Volunteers in school Extended Provision 7