Job Description Teacher of Engineering/Design and Technology

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1 Job Description Teacher of Engineering/Design and Technology Post title Salary Reporting to Core Purpose Teacher of Engineering/Design and Technology UCL Academy Main Pay Scale M1-M9 (Full Time) Assistant-Principal The Teacher s role is essential to the implementation of the vision of the UCL Academy is to carry out the responsibilities as a subject teacher and House Tutor and to support the ethos and vision of the UCL Academy as communicated by the sponsors. Dimensions To support the UCL Academy s ethos by ensuring the values and principles of the Academy are at the heart of learning and relationships; To maintain the highest possible personal, presentational and professional standards as an example to colleagues and students; To assist in the setting of the UCL Academy s goals and targets and the implementation of the UCL Academy s Development Plans; To promote good relationships and communications between all members of the UCL Academy and wider community and to attend relevant UCL Academy and community meetings including parents evenings and promotion / information events; To support and share in the leadership of assemblies; To ensure the highest possible academic outcomes for all students taught and contribute to the development of an enriching, relevant and innovative curriculum; As a House Tutor to support the personal development and academic progress of a group of students within a house through mentoring and intervention support; To contribute to, and the development of, the self- directed curriculum; To promote and develop interdisciplinary teaching and learning within the Superstudio spaces. Accountabilities as a Subject Teacher Teachers are responsible for creating learning environments where each student can demonstrate consistently thoughtful, ethical behaviour, showing consideration for others and offers support to them. Teachers will take an active part in the school s Academy s rewards programme celebrating achievement and where necessary applying school Academy sanctions; Teachers are expected to engage with the widest range of educational technologies in line with the UCL Academy s policy on teaching and learning; The lessons taught will be planned as a part of the International Middle Years Curriculum developed by UCL Academy staff to fulfill the Academy s and UCL, the sponsor s aims and all teachers share responsibility for this planning and development; Teachers will use the full range of monitoring and assessment techniques to ensure learning and progress are maximised. They will participate fully in the assessing and tracking of progress towards academic targets and support interventions where there is underachievement. Teachers are expected to prepare and mark student work and internal and external examinations as directed by their Curriculum Leader; Teachers will use a full range of creative teaching styles and activities which sustain students concentration, motivation and application; time will be used effectively, differentiation used to ensure match of ability to task and new technologies used to maximise learning; Expert subject knowledge and links with UCL, the sponsor, will be used to inspire students and build their understanding and to prepare them for progression to the next stage of education, training or employment; By ensuring the UCL Academy s core and functional skills for learning and life are developed; By directing and engaging support staff colleagues, teachers are responsible for

2 support of vulnerable students and the maintenance of highly supportive learning environments; By attending parent's consultation evenings and other meetings with colleagues in their teams each teacher will play an effective part in the communication of individual student progress and in the development of courses; To be responsible for their improving and developing their own professional learning both within the subject and in pedagogy. To participate in performance management processes and contribute to and participate in staff development. Responsibilities to the Assistant-Principal House Tutors All teachers are House Tutors and are expected to be the first point of contact between the Academy and parents and will be responsible for knowing well each individual child in their group. House Tutors meet with parents on consultation evenings and on other less formal occasions and are responsible for fostering good home/ school relations; House tutors will be responsible for ensuring the various individual needs of their mixed age (vertical) tutor group are met; House Tutors will lead House time with their group and deliver aspects of care guidance and support, PSHE and reflection as directed by the Head of House. House Tutors will support individual consultation or guidance during self-directed activity sessions and at other times; House Tutors, as part of the House Team, will plan, lead and implement enrichment activity including engagement with employers. These activities will be co-ordinated across the Academy by the Curriculum Leader for Self Directed Learning; House Tutors will support induction from previous phases of education and prepare and guide on transition to next phases and maintain relationships with graduates from the UCL Academy; House Tutors ensure that student attendance is monitored and general administration is carried out for their group; House Tutors prepare reports and references and have responsibility for monitoring records of student s progress. They take responsibility for monitoring and supporting children s learning through individual action planning and interventions where there is underachievement; House Tutors carry out supervision at break time and at other times published in advance; House Tutors are expected to attend and participate in the assemblies and supervise their groups as necessary. They will ensure the daily act of collective worship is delivered when a more formal assembly is not run; Responsible to the Curriculum Leader with subject responsibility; All teachers have a responsibility within the subject for shared development of schemes of work; for development of engaging and challenging resources for learning for the VLE; for developing and using tools for assessing student progress and other self-evaluation tools; for ensuring that research informs the development of their pedagogical approach to teaching and learning; for contributing to and participating in cross subject interdisciplinary developments within the Superstudio space and level. All teachers have a responsibility within the Level for the shared development of schemes of work that develop cross-subject skills, knowledge and understanding that support the implementation of the International Middle years Curriculum and in the development of inter-disciplinary and cross-curriculum activities in Levels 3 and Level 2; All teachers have a responsibility to assess cross- curriculum skills, knowledge and understanding; All teachers have a responsibility to create links for students between their subject area and others; All teachers have a responsibility to ensure that learning is deep not shallow,

3 Responsible for contribution to whole school student outcomes collaborative, fosters adaptive capabilities, encourages self motivation and independence, is research based and active, is located in problem-solving approaches, in real life settings and develops reflection and skills of metacognition. Student s enjoyment of learning; their safety; understanding of healthy lifestyles and their contribution to the wider community including opportunities to be of service, their development of life skills and financial awareness; Student s spiritual, moral, social and cultural development including personal insight and purpose, and understanding of society s shared and agreed values; Encouragement of students exploration and understanding of their spiritual and moral development. General This job description and allocation of responsibilities may be amended, after consultation, from time to time. Performance Management procedures will aid this process by considering the relevance of the teacher s role in the context of the changing needs of the UCL Academy and the professional development of the teacher; The Governing Body and Principal reserve the right to ask teachers to carry out other such duties as may from time to time be reasonably assigned operating within their conditions of service. The job specification does not allocate a particular amount of time to any of the above responsibilities. This job description applies to all teaching staff in the UCL Academy. Some staff will, in addition, have extra responsibilities, which are described in a supplementary job description. All teachers are expected to operate at all time within the stated policies and practices of the UCL Academy. Employees will be expected to comply with any reasonable request from the Principal to undertake work of a similar level that is not specified in the job description. The Academy will endeavour to make any necessary reasonable adjustments to the job and working environment to enable access to employment opportunities for disabled job applicants or continued employment for any employee who develops a disabling condition. This post is classified as having substantial access to children and appointment is subject to an enhanced police check of previous criminal convictions (CRB). Applicants are required, before appointment to disclose any conviction, caution or binding over including spent convictions under the Rehabilitation of Offenders Act 1974 (Exemptions) Order Nondisclosure may lead to termination of employment. However, disclosure of a criminal background wills not necessary debar from employment this will depend upon the nature of the offense(s) and when they were recorded.

4 Job Specification Teacher of Engineering/Design and Technology Criteria Essential Desirable Qualifications: An honours degree (or equivalent) A teaching qualification Evidence of further professional studies/research Experience: Teaching and Curriculum development Previous teaching experience An outstanding classroom practitioner Track record in curriculum innovation Ability to establish and maintain high standards and achievement in public examinations Their own teaching groups produce outstanding results at AS/A2 Evidence of excellent behaviour management skills Has contributed to cross curricular initiatives Has been involved in Learning to learn, Opening Minds, Habits of Mind or Building learning Power projects or other learning focused initiatives Experience: Has experience of self-review and evaluation processes Leadership of learning Vision and strategy: Knowledge and experience: Understands the educational vision of the UCL Academy Able to demonstrate understanding of 21st Century learning Is able to demonstrate an outward facing approach to teaching and learning Is a role model for students and the community Able to demonstrate the potential for future promotion Has high expectations, sets and delivers high standards and commands credibility through expertise Able to plan, assess, review and evaluate effectively and efficiently through good analysis, understanding and interpretation of data/evidence and other information Understands of the Ofsted framework and the self-evaluation process Passionate about their subject Sound understanding of current areas of development in the subject Knows and understands what constitutes high quality teaching Good understanding of the principles of action research Has a clear understanding of the diverse needs of students and knows how to address them Has demonstrated personal effectiveness in improving the quality of curriculum provision Knows how to raise attainment and engagement with all students Has good knowledge of how outside the classroom learning enriches the experience of students Has a good understanding of the new innovative curriculum delivery Knows, understands and can demonstrate the ability to lead sustained improvement in standards in his/her current post Has good knowledge of intervention strategies which ensure students make progress

5 Able to show how data, evidence and student information can be used to improve curriculum provision, self-review and evaluation Has a good understanding of effective performance management and its place in bringing about improvement Knows and understands how an effective Continuous Professional Learning programme for staff can bring about change Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities. Community development Skills and abilities: Communication Self-management Personal qualities: Other Evidence of understanding the ECM Agenda including diversity, community cohesion and sustainable development Clear understanding of inclusion and the needs of all learners Able to secure the commitment of the wider community in the interests of all learners Able to manage relationships Able to meet deadlines Able to work under pressure and still smile Can communicate effectively to different audiences Can negotiate and consult effectively Communicates well with other staff, students, parents, governors and sponsor Manages his/her own personal time effectively Sets and achieves challenging professional goals Takes responsibility for own professional development Excellent organisational skills Excellent IT skills Is optimistic, open to new opportunities and dynamic Is reliable and has an excellent record of health, attendance and punctuality Has an enthusiastic passion for seeing children achieve beyond typical expectations Has a personal impact/presence underpinned by high expectations of achievement and behaviour Is an innovative practitioner able to solve problems and convert them into successes Is committed, robust, resourceful and of a reflective, focussed and determined disposition Is resilient, particularly when facing difficult and challenging situations Is sensitive, empathetic yet professionally and objectively detached when managing conflicts An Enhanced Criminal Records Bureau Disclosure (criminal record check) will be requested in the event of a successful applicant

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