1 Teacher of Mathematics with subject/course responsibilities An experienced teacher is required from 1 st September 2015 to teach and take responsibility for A- Level and GCSE Mathematics within the successful department of Mathematics, Computer Science and Modern Languages. A suitable candidate might also teach some of the other courses offered by the Department, including Further Mathematics. The successful candidate will take responsibility for co-ordinating all maths courses. These courses are well established and past results have been excellent with a high proportion of students progressing onto Higher Education. Mathematics is a well-established, highly successful and growing subject area. Results are often higher than national benchmarks, with a high proportion of students progressing onto Higher Education and related vocational training The Maths department works in a collaborative way devising schemes of work that draw on the expertise and enthusiasms of all its members. Resources are also developed and shared amongst the department s staff. Together they have worked hard to ensure that the most suitable courses are available to meet the various requirements of students, providing them with motivation, progression and examination success. The College attracts a wide cross-section of students and strategies are needed to both support those who find maths difficult and those who excel at it. It is hoped to recruit an enthusiastic and committed teacher who would want to contribute to the future success of the department and be fully involved in the delivery of courses for the age group. They should aim to make their teaching an exciting experience for students and to involve them in a wide range of activities which enhance their understanding and commitment. Within this pack or online (www.wsfc.ac.uk under job vacancies) you will find: 1. An introduction to the College 2. Conditions of employment and department description 3. Salary structure for teaching staff 4. Job descriptions 5. Teacher with subject responsibility person specification 6. An application form with equal opportunities monitoring form 7. Policy Statement on the recruitment of ex-offenders and guidance to applicants on disclosing information 8. Code of Conduct for staff Applications Please complete the College application form including a supporting statement giving details of reasons for your application including experience, skills, training and expertise and how these are particularly suited to the needs of the post. Please refer to the job description, person specification and/or job details as applicable. Please do not write more than two sides of A4. We regret that CVs are not accepted in place of the application form. Application forms are available at under job vacancies and should be returned with the equal opportunities monitoring form by noon Monday 9th March 2015 to or: Personnel Worcester Sixth Form College Spetchley Road Worcester WR5 2LU Tel: (01905) If you choose to send your application back in an A4 envelope please use a 'large letter' stamp
2 together with a stamped, addressed envelope if receipt of the application is to be confirmed. Interviews are scheduled for week commencing 16 th March 2015 and candidates will be notified by letter and/or phone. The selection panel will be chosen in terms of their availability on the relevant dates and their current/designated roles. If you do not hear from us, we regret that you will not have been included on the shortlist and we would like to thank you for your interest in the College.
3 Teacher of Mathematics with subject/course responsibilities Conditions of Employment General Conditions Start Date Status Conditions of employment for teaching staff are as agreed between the Sixth Form Colleges Association and staff representatives at national and local level. Pay and conditions for teachers are similar to, but not the same as, those for school teachers. 1 st September 2015 Full time permanent post on the B management range of the College s teaching staff structure Teachers Salary Hours of Work Pensions Induction Holidays Safegaurding Equality and Diversity Disability The B management range on the Sixth Form Colleges salary structure for teaching staff is 38,635 to 41,225 where the successful candidate has been awarded the Professional Standards Payment (PSP) or threshold/upper pay range for schools. Where PSP has not been obtained salary would commence at 35,989 with the opportunity to apply for PSP subject to national terms and conditions. Full-time consists of 1265 directed hours per annum worked over 195 days of which 190 are teaching days with a current commitment of 23 hours 25 minutes per week contact time. The College day for daytime students starts at 8.50am and ends at 4.10pm. There is automatic entry to the Teachers Pensions Scheme. From April 2015 employee contributions are tiered and based on actual part-time earnings and employer contributions, currently 14.1%, will increase to 16.4% from September Further details can be found at There is a programme of support for all staff new to the College. Statutory induction for Newly Qualified Teachers (NQTs) is fully applicable to those starting their careers in sixth form colleges. Worcester Sixth Form College operates a programme which is overseen by the Local Authority. Details of holiday periods will be made available to you. The College year is similar to the Local Authority s academic year with some variations. The College and all its personnel are committed to safeguarding and promoting the welfare of children, young persons and vulnerable adults. This position is subject to an Enhanced Disclosure and Barring Service (DBS) check. Where you have lived overseas in the last 5 years the College is required to evidence an overseas check in addition to the DBS check. Please refer to https://www.gov.uk/government/publications/criminal-records-checks-for-overseasapplicants for further information as to how you can apply for a certificate of good character if you are appointed. Where there is a charge applicants will be required to pay for this themselves. The College is an equal opportunities employer and staff, students, volunteers and workers are expected to respect the principles of open access and opportunity for all regardless of age, disability, gender identity, marital status, pregnancy and maternity, race, religion or belief, sex and sexual orientation. Applications from members of the ethnic minorities would be particularly welcome as they are currently under represented in our workforce. Where a disabled candidate is placed at a substantial disadvantage in comparison to a non-disabled applicant consideration will be given to any reasonable adjustments required to enable them to do the job after an offer of employment has been made. Personnel will discuss any reasonable adjustments required for the recruitment process with candidates shortlisted for interview. The selection process for this position will include a teaching activity.
4 Sixth Form Colleges: Salary Structure for Teaching Staff 1 st September 2014 Main Spine Point 1 21, , , , , ,736 PSP Range P1 34,382 P2 35,628 P3 37,008 Management Ranges A 36,896 38,172 39,487 B 38,635 39,908 41,225 C 41,746 43,019 44,337 D 44,178 45,312 46,599 E 47,066 48,339 49,655 London and Fringe Area Allowance Inner London 3,689 Outer London 2,458 Fringe 974
5 DEPARTMENT OF MATHEMATICS, COMPUTING AND MODERN LANGUAGES The current Head of Mathematics, Computing and Modern Languages is Mr Iain Macmillan. The College has been graded as Good in the recent Ofsted inspection (October 2012) and the following assessment was included in the report: students make good progress in lessons. Assessment of learning and feedback is good overall and staff use a wide variety of approaches. Students know their targets and teachers inform them of their progress regularly. Written assessment, robust and frequent formative and summative testing, good target setting and close monitoring ensure students progress in lessons. It is hoped that the successful candidate would maintain and develop this good practice. Although Mathematics was not individually graded by Ofsted, a number of lessons were inspected and all were determined to be good or outstanding. Modern Languages was graded as Good, as was the effectiveness of leadership and management. The Ofsted report stated Leaders, managers and governors are committed to providing a high standard of education and strive for excellence. Managers at all levels have high expectations and seek to improve continuously. Success Rates in Mathematics are above Sixth Form College and National averages at A2 level. In Further Maths Success Rates are 100% with High Grades at 78%, again well above Sixth Form College and National average. Staff in the department have a strong commitment to student centred learning where applicable and the successful candidate will be expected to continue in this tradition. All classes are of mixed ability and an enquiry-based approach to learning is encouraged. Staff are expected to be friendly and approachable and to value each student as an important individual. The Staff in the department always offer positive encouragement where possible and provide an enjoyable yet serious approach to work. The staff work closely together and see being part of a team as important. There are regular section meetings, all staff contribute to a common bank of prepared material and opportunities for staff development and training are excellent. Mathematics Courses At present there are approximately 320 students studying AS and A level Mathematics and 50 studying Further Mathematics. AS level Use of Maths is taught to 55 students and A2 Use of Maths is taught to 26 students. Students who are studying AS level Chemistry and not AS level Mathematics take the FSMQ unit Using Algebra, Functions and Graphs to help raise the level of their skills in Mathematics. All students who have not gained a minimum of a Grade C in GCSE Mathematics are expected to continue with the study of the subject. Last September, approximately 120 students started a oneyear GCSE re-sit course and 16 students started a Certificate in Use of Maths course. As part of the College s Access Course, 30 adult students are studying a GCSE equivalent course (OCN) in Mathematics. A number of students are entered each year for the Advanced Extension Award and STEP papers. A Maths Academy is run to stretch the most able students and give preparation for university entrance examinations and interviews. It currently includes 40 students.
6 Curriculum Edexcel AQA AQA Edexcel AQA Edexcel OCR A level Mathematics and Further Mathematics. Units offered C1, C2, C3, C4, FP1, FP2, FP3, M1, M2, M3, S1, S2 and D1. A level Use of Maths Units offered Data Analysis, Decision Maths, Use 1 and Calculus, Comprehension, Use 2 FSMQ level 2 unit - Using Algebra, Functions and Graphs GCSE Mathematics at Foundation Level Certificate in Use of Maths Advanced Extension Award in Mathematics Sixth Term Examination Papers (STEP) Resources The Department has four classrooms, a 19-station computer room and an office. Each of the classrooms has a computer and interactive whiteboard. Each computer can access the Internet and the Department s site on the College web. Specialist software available includes Autograph, Mathtype and MatLab. The Learning Resource Centre is well stocked with Mathematics books and study aids.
7 JOB DESCRIPTION It must be recognised that this job description is likely to change as the circumstances of the College change and the post holder must recognise and actively adapt to these changes as they affect the job described. JOB TITLE: JOB PURPOSE: Teacher To teach students according to the College timetable so as to ensure excellent success rates and Value Added RESPONSIBLE TO: Head of Department MAJOR TASKS 1. To know and understand the aims and objectives of the College and the department, the relevant examination syllabus or specification and the schemes of work for each of the courses taught. 2. To contribute to the policy-making process of the department and the College through staff, department or other meetings. 3. To gather and record information about the experience and entry qualifications of students following the courses taught. 4. To record the issue of books and other College equipment to students at the start of the course and to collect them in as necessary. 5. To prepare appropriate materials and activities to ensure high-quality learning opportunities for all students following the courses taught and to teach in a way designed to motivate the students. 6. To complete a register of attendance at all lessons taught and to contact tutors or Heads of Year as appropriate. 7. To set and mark work on a regular basis in accordance with the College and department assessment policy. 8. To give students an opportunity to review their work on a regular basis, and to discuss their progress with them. 9. To keep a record of students' progress and marks in all assessed work, and to write reports to parents and for other staff as the need arises. 10. To produce marks and other information for examination boards as necessary, and confirm the entry of students for public examinations. 11. To attend Parents' Evenings and inform parents of the progress and prospects of their sons/daughters. 12. To be informed about progression from the courses being taught and to advise students about the opportunities which are available to them on completion of the course, or to refer them to other sources of information.
8 13. To review all aspects of the teaching role, especially teaching strategies used. 14. To contribute to all appropriate Quality Assurance processes. 15. To contribute as appropriate to the presentation of the department at Open Events and other similar functions. 16. To maintain teaching rooms used in as attractive a state as possible and to report any defects in fabric or equipment to the appropriate Head of Department or Health and Safety Officer. 17. To refer to the Head of Department, tutor or Head of Year any student who causes particular concern. GENERAL RESPONSIBILITIES 1. To be responsible for and committed to promoting and safeguarding the welfare of children, young persons and vulnerable adults whether responsible for, or in contact with them. 2. To observe the College Health and Safety policy at all times, taking responsibility within own areas as set out in the policy. 3. To be fully aware of and implement College policies relating to equality and diversity and actively promote positive practice. 4. To comply with all other College policies and procedures. 5. To undertake continuing professional development 6. To undertake any other duties commensurate with this post as the Principal may from time to time decide. 03/13
9 JOB DESCRIPTION It must be recognised that this job description is likely to change as the circumstances of the College change and the post holder must recognise and actively adapt to these changes as they affect the job described. JOB TITLE: JOB PURPOSE: Teacher with Subject Responsibility To develop and enhance all aspects of provision of the subject RESPONSIBLE TO: Head of Department MAJOR TASKS 1 To consult with HOD and other departmental staff in establishing philosophy, aims and objectives of the department, and to encourage their continued development through all departmental work. 2 To assist HOD in ensuring that appropriate Schemes of Work are devised, agreed, implemented and kept under constant review. 3 To assist the HOD in developing differentiated and flexible learning programmes. 4 To assist and advise other staff teaching the subject. 5 To encourage the use of information and other teaching technologies available in the College and to evaluate their effectiveness. 6 To be responsible for the planned use of display in subject bases and at the other points in the College. 7 To assist the HOD in devising and reviewing departmental assessment policies in line with College policies. 8 To maintain and improve the quality of the course through self-assessment and Quality Improvement Plans. 9 To be appropriately informed about the position of the subjects taught by the department with regard to careers and Higher Education. 10 To accept delegated responsibility for developing and fostering contacts with outside agencies, eg industrial organisations, so as to enrich the educational work of the department. 11 To advise on and co-ordinate, as appropriate, any visits, fieldwork, exchanges, or other extracurricular activities. 12 To support the HOD in selecting and providing INSET for other members of the department 13 To chair departmental meetings as appropriate 14 To support the HOD in ensuring that all members of the department are kept fully informed about whole college policies and decisions and that these are effectively carried out within the department.
10 15 To assist in the management of subject rooms. 16 To ensure that all relevant resources held within the department are maintained securely and in good working order and that there is an effective system for their use. 17 To ensure that all subject administration of internal and external examinations is carried out to a high standard of efficiency. 18 To promote the subject area and contribute as appropriate to the presentation of the department at Open Events and other similar functions. 19 To assist the HOD in ensuring effective liaison with the City High Schools. 20 To undertake any other duties commensurate with this post as the Principal may from time to time decide. 03/13
11 PERSON SPECIFICATION JOB TITLE: Teacher of Mathematics with subject/course responsibilities Requirements Essential/Desirable Assessment methods Education / training Essential A mathematics degree or relevant degree with a substantial emphasis on mathematics A, Q A, Q Knowledge/ Experience A level 5 teaching qualification e.g PGCE, DTLLS Essential A good knowledge of, and experience in, teaching A-Level Mathematics Successful experience of resource management or co-ordination at subject level Successful experience of encouraging curriculum change, T, Successful experience of using quality assurance to improve standards Successful professional training or commitment to the process Excellent teaching skills and successful classroom management A record of good success rates and value added or evidence of skills and knowledge likely to promote these Desirable Experience of teaching Further Mathematics and GCSE, T, T Skills/ Aptitudes Other factors Essential Ability to relate to and an interest in the welfare, growth and development of year old students Ability to lead, motivate and work successfully with others individually and as part of a team Consistent approach to dealing with staff and students Essential Demonstration of effort and commitment A reflective approach to teaching, learning and management Ability to carry out administration effectively Willingness to take a full part in extra-curricular activities including trips and visits Initiative, drive and enthusiasm A willingness to actively promote equality and accept and value individual differences. Desirable An interest in ILT and an understanding of its application to the subject area Prepared to drive the college minibus R, I, T R, I, T R, I, T R, I R, I,T A,I
12 Key: A = Application form, R = Reference, I = Interview, T = Teaching activity Q = Qualification evidence When shortlisting the panel will seek evidence of the criteria above. In addition to candidates ability to perform the duties of the post, the interview will also explore issues relating to safeguarding and promoting the welfare of young people including: motivation to work with them, ability to form and maintain appropriate boundaries and emotional resilience when dealing with issues of student discipline. If candidates are shortlisted any relevant issues arising from references will be taken up at interview.
JANUARY 2007 looked after children & young people: Working together to build improvement in the educational outcomes of Scotland s looked after children & young people. looked after children & young people:
Inclusion of Students with Special Educational Needs Post-Primary Guidelines INSPECTORATE 2007, Department of Education and Science Designed by Paul Martin Communications Ltd. Printed by Brunswick Press
www.admissions-review.org.uk Fair admissions to higher education: recommendations for good practice Admissions to Higher Education Steering Group Contents Foreword 2 Executive summary 4 Section A: Background
Getting it right for children and young people who present a risk of serious harm Meeting Need, Managing Risk and Achieving Outcomes 1 Contents Introduction Pg 3 Definitions Pg 5 Background Pg 8 Self Assessment
The Learning Country: Vision into Action The Department for Education, Lifelong Learning and Skills THE LEARNING COUNTRY Vision into Action Minister s foreword NELSON MANDELA HAS MADE THE FOLLOWING OBSERVATION:
Looking at Guidance Teaching and Learning in Post-Primary Schools PROMOTING THE QUALITY OF LEARNING INSPECTORATE Looking at Guidance Teaching and Learning in Post-Primary Schools INSPECTORATE PROMOTING
SOCIAL WORKERS IN SCHOOLS: SERVICE SPECIFICATIONS 2015 2015 SOCIAL WORKERS IN SCHOOLS SERVICE SPECIFICATIONS PAGE 1 OF 25 Table of Contents Table of Contents... 2 1. About these Specifications... 3 Who
HOW GOOD ARE WE NOW? HOW GOOD IS OUR SCHOOL? HOW GOOD CAN WE BE? THE JOURNEY TO EXCELLENCE: PART 3 HOW GOOD ARE WE NOW? HOW GOOD IS OUR SCHOOL? HOW GOOD CAN WE BE? THE JOURNEY TO EXCELLENCE: PART 3 Please
Governance Code and Supporting Guidelines for Members of the Governing Bodies of Higher Education Institutions in Scotland July 2013 Preface I am pleased to publish a new Scottish Code of Good Higher Education
Diploma Programme The Diploma Programme From principles into practice Diploma Programme The Diploma Programme From principles into practice Diploma Programme The Diploma Programme: From principles into
Employing and supporting specialty doctors A guide to good practice April 2008 Contents Foreword Key recommendations About this guide What are specialty doctors? Background: why changes are necessary Good
Stage 6 Work and the Community Life Skills Course Syllabus Amended 2007 Amendments in Official Notice BOS 33/07 Board Bulletin Vol 16 No 3, June 2007 2007 Copyright Board of Studies NSW for and on behalf
Standards and Guidelines for Quality Assurance in the European Higher Education Area Standards and Guidelines for Quality Assurance in the European Higher Education Area 2 DG Education and Culture This
Primary Years Programme Guide to school authorization: Primary Years Programme Primary Years Programme Guide to school authorization: Primary Years Programme Published October 2010 International Baccalaureate
The Work-related Learning Guide First edition A guidance document for employers, schools, colleges, students and their parents and carers The Work-related Learning Guide The Work-related Learning Guide
Special educational needs and disability code of practice: 0 to 25 years Statutory guidance for organisations which work with and support children and young people who have special educational needs or
How to manage performance booklet We inform, advise, train and work with you Every year Acas helps employers and employees from thousands of workplaces. That means we keep right up-to-date with today s
Program Handbook 2015-2016 MUST 17 College of Education and Human Services Department of Curriculum & Foundations The Teacher as a Responsive, Reflective Professional: A Partner in Learning Table of Contents
TABLE OF CONTENTS Foreword Acronyms Glossary v ix xi Introduction 1 Chapter 1 The Education for Persons with Special Educational Needs Act 2004: An Outline 3 Chapter 2 Planning to develop an IEP 11 2.1
The Department of Education and Skills wishes to thank the schools below for permission to use photographs: Schull Community College, Colla Road, Schull, Co. Cork Whitechurch National School, Whitechurch
Early Years Quality Improvement Support Programme (EYQISP) The National Strategies Early Years 3 Early Years Quality Improvement Support Programme (EYQISP) Guidance Tools and Materials to support local
THE CHILD AT THE CENTRE SELF-EVALUATION IN THE EARLY YEARS THE CHILD AT THE CENTRE SELF-EVALUATION IN THE EARLY YEARS Crown copyright 2007 ISBN: 978-0-7053-1109-0 HM Inspectorate of Education Denholm House
Pupils missing out on education Low aspirations, little access, limited achievement This report examines the experiences of children and young people who are not in full-time education at school. Inspectors
4 Guide to Developing a Quality Improvement Plan September 2013 Copyright The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided)
Ministry of Education Cooperative Education and Other Forms of Experiential Learning POLICIES AND PROCEDURES FOR ONTARIO SECONDARY SCHOOLS 2000 Contents Preface...............................................................