The Oxford Academy Job Description

Transcription

1 The Oxford Academy Job Description Lead Practitioner/AST (Year 7) Individual five-point range within L 1-18 Accountable to the Director of Pedagogy The appointment of a teacher 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 Standards for Qualified Teacher Status; other current legislation. This job description may be amended at any time following discussion between the Principal and the member of staff, and will be reviewed annually as part of the Performance Management process. This job description includes references to and makes connections with: Ofsted s self-evaluation form (in the headings); examples of priorities from the Academy Improvement Plan (AIP); the Academy pay criteria; the Professional Standards for Advanced Skills and Excellent Teachers. Duties and responsibilities together with competencies and skills required of the postholder are set out within each of the five outcome areas. General description of the post All Academy post-holders are expected to support the sponsors vision, Christian ethos and values that are embedded in the day-to-day and long-term running of the Academy. Each post-holder must share the commitment of the sponsors principles and values of honesty, respect, hospitality, compassion, love, forgiveness, self-discipline, creativity and hope.

2 The holder of this post is expected to carry out the professional duties of a Lead Practitioner as described below, as circumstances may require and in accordance with the Academy s policies under the direction of the Principal. The post-holder should be able to sustain the professional standards for Advanced Skills and Excellent teachers which are described below. The Lead Practitioner, working with the Head of Curriculum or Head of School is responsible for monitoring and evaluating the quality of teaching or learning and ensuring that pedagogical and learning support is efficiently and effectively used to achieve the Academy s values, aims and objectives. The postholder will also have designated responsibilities to lead throughout the Academy which link to significant aspects within the Academy Improvement Plan. Definition of Curriculum Area A collection of subjects and delivery staff built around connections to an overall curriculum theme; Discovery, Well-being, Communication and Enterprise. Definition of School A collection of students arranged through a mixed year group, with vertically arranged tutor groups and attached support roles. Relationships The post-holder is accountable to the Head of Curriculum or Head of School in all teaching and learning matters and to the Director of Pedgagogy for all aspects of the specific responsibilities linking to the Academy Improvement Plan. Within the performance management (PM) process, the Lead Practitioner will act as a reviewer. The Lead Practitioner will have a specific responsibilities which link to the Academy Improvement Plan. Such activities may include: Literacy across the Academy Cross-curricular project development The development of PSHEC Highly effective post-16 approaches to learning Personalising the curriculum through the Learning Platform CPD and Post Threshold Development Assessment for Learning The Lead Practitioner is accountable for the construction of a Lead Practitioners Improvement Plan (LPIP) and its relationship with the Academy Improvement Plan (AIP) Lead Practitioner 2

3 Outcomes 1. Achievement and Standards Ensuring inter-academy variation of performance is minimised. Establish rapid progress in standards of literacy and numeracy. Personalised support to achieve outstanding progress Enable all students to achieve outstanding progress demonstrated through reliable data Provide accelerated pathways Create an ethos that values learning. Duties and responsibilities: Implementing the Academy strategy to raise standards in the quality of teaching and learning. Supporting the application of effective assessment for learning in subjects and evaluating progress against agreed individual targets. Monitoring progress and evaluating the effects of teaching on learning by mentoring and observing colleagues, and working with them to analyse the impact of their work. Supporting teachers to provide sufficient time for students to reflect on an assessment task and what they have learnt from it. Taking the pedagogical lead in raising standards within and/or across the Curriculum. Professional Standards - knowledge, skills and competencies required: Possesses the analytical, interpersonal and organisational skills necessary to work effectively with staff and leadership teams. (A3) Knows how to improve the effectiveness of assessment practice in the workplace, including how to analyse statistical information to evaluate the effectiveness of teaching and learning across the school. (E4) Demonstrates excellent ability to assess and evaluate. (E10) Uses local and national statistical data and other information, in order to provide: a) a comparative baseline for evaluating learners progress and attainment; b) a means of judging the effectiveness of their teaching; and c) a basis for improving teaching and learning. (E12) 2009 Lead Practitioner 3

4 2. The Quality of Provision Removing variance within teaching teams Demonstrating improvement through consistent and reliable monitoring and evaluation Providing high quality support and development opportunities Establishing a popular post-16 curriculum reflecting needs and aspirations (including routes to HE) Preparing for an outstanding curriculum offer through careful planning Duties and responsibilities: Supporting the development of teaching practice through a supportive development and training programme that secures effective progress across the breadth of the Academy activities. Providing models of excellent and innovative teaching and use their skills to enhance teaching and learning by undertaking and leading Academy improvement activities and continuing professional development (CPD) for other teachers. Leading the teachers to enhance the quality of teaching and learning throughout the Academy and using your own class as an example of outstanding teaching and learning in the subject. Coaching colleagues on continuity and progression in the subject by supporting colleagues in choosing the appropriate sequence of teaching and teaching methods and setting clear learning objectives through an agreed scheme of work, developed in line with the Academy Improvement Plan (AIP). Developing plans for teaching and learning which identify clear targets, timesscales and success criteria for its development and/or maintenance as part of the Academy Improvement Plan (AIP). Advising teachers on classroom organisation and teaching methods. Advising teachers on the use of materials supporting best practice and educational research. Acting as a role model for the use of ICT to facilitate a step change in the quality of teaching and learning, particularly personalisation of learning Lead Practitioner 4

5 Professional Standards - knowledge, skills and competencies required: Establishes creative, responsive and effective approaches to learning and teaching. Demonstrates the principles and practice of outstanding teaching and learning and improving standards in teaching and learning. Acknowledges excellence and challenges poor performance across the Academy. (L) Has an extensive and deep knowledge and understanding of their subjects/curriculum areas and related pedagogy gained for example through involvement in wider professional networks associated with their subjects/curriculum areas. (E5) Takes a lead in planning collaboratively with colleagues in order to promote effective practice. (E7) Identifies and explores links within and between subjects/curriculum areas in their planning. (E7) Has teaching skills which lead to excellent results and outcomes. (E8) Demonstrates excellent and innovative pedagogical practice. (E9) 3. Leadership and Management Creating capacity to make accurate judgements in every team Operating through clear objectives and review through performance management that improves practice. Recruiting a high quality workforce Ensuring the building development remains within budget and timescale Preparing for an outstanding curriculum offer through careful planning Establishing a Change Management Team (CMT) of senior staff to ensure the Academy is led and managed to achieve its aims and targets whilst creating a culture of distributed leadership. Duties and responsibilities: Ensuring appropriate and effective continuous professional development is available and evaluating its impact on the quality of teaching and learning. Leading high quality professional development opportunities relating to pedagogy, classroom management, assessment and professional development, especially in relation to the designated responsibilities within the Academy Improvement Plan Lead Practitioner 5

6 Leading the Academy coaching and mentoring strategy for developing staff. Providing coaching and mentoring for teachers who are experiencing difficulties. Supporting colleagues by undertaking the work of a performance management reviewer. Professional Standards - knowledge, skills and competencies required: Be willing to take a leading role in developing workplace policies and practice and in promoting collective responsibility for their implementation. (E1) Research and evaluate innovative curricular practices and draw on research outcomes and other sources of external evidence to inform their own practice and that of colleagues. (E2) Work closely with leadership teams, taking a leading role in developing, implementing and evaluating policies and practice that contribute to school improvement. (E13) Contribute 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. (E14) Make well-founded appraisals of situations upon which they are asked to advise, applying high-level skills in classroom observation to evaluate and advise colleagues on their work and devising and implementing effective strategies to meet the learning needs of children and young people leading to improvements in pupil outcomes. (E15) Be willing to take on a strategic leadership role in developing workplace policies and practice and in promoting collective responsibility for their implementation in their own and other workplaces. (A1) Possess the analytical, interpersonal and organisational skills necessary to work effectively with staff and leadership teams beyond their own school. (A3) 4. Personal Development and Well-being (ECM) Achieving student attendance above 95% for the Academy by 2011 Supporting positive attitudes to learning within a context of clear and consistently expressed boundaries Ensuring students are supported by positive role models Implementing an inclusive alternative pathway to reduce NEET and engage at risk of exclusion students Maintaining a safe, effective and clean learning environment 2009 Lead Practitioner 6

7 Duties and responsibilities: Supporting colleagues to create a stimulating, safe and secure learning environment for all students. Demonstrating through personal practice a model of empathy, compassion and respect for others in and around the Academy. Setting high expectations for every child they teach. Professional Standards - knowledge, skills and competencies required: Has an extensive knowledge on matters concerning equality, inclusion and diversity in teaching. (E6) Has a critical understanding of the most effective teaching, learning and behaviour management strategies, including how to select and use approaches that personalise learning to provide opportunities for all learners to achieve their potential. (E3) Treats people fairly, equitably and with dignity and respect to create and maintain a positive Academy culture. (L) 5. Views of Learners, Parents/Carers and other Stakeholders Achieving primary phase support demonstrated through partnership Engaging students in evaluation of the quality of teaching Achieving high levels of satisfaction demonstrated through student, parent and community voice Duties and responsibilities: Contributing to the development of the education system by, for example, sharing effective practice, working in partnership with other partners and Academies and promoting innovative initiatives. Identifying occupational and geographic areas (locally, nationally and internationally) in which there is a shortage of work experience opportunities, (when compared to those in the local labour market), and encouraging the support of employers in those identified areas. Liaising with community coordinators to involve appropriately trained and enhanced CRB cleared community members to support students through mentoring, community support and placements Lead Practitioner 7

8 Professional Standards - knowledge, skills and competencies required: Engages in a dialogue which builds partnerships and community consensus on values, beliefs and shared responsibilities. (L) 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. (E11) PRINCIPAL DATE LEAD PRACTITIONER DATE 2009 Lead Practitioner 8