Teacher of Mathematics

The Role

PURPOSE OF THE POST

• Teach mathematics across the 11-16 age range in accordance with the ECT/Teachers’ Standards;
• Contribute to the provision of an appropriately broad, balanced, relevant, ambitious and differentiated curriculum in accordance with the aims of the school, the QEGSMAT, and Governing Body;
• Raise standards of student achievement within the curriculum area;
• Promote students' social, moral, spiritual and cultural development;
• Help to develop confident, independent life-long learners;
• As a Form Tutor, monitor attendance, behaviour and progress, ensuring that follow-up procedures are adhered to and that appropriate action is taken where necessary, including contact with parents;
• Contribute to the life of the school community, support its distinctive ethos of being Respectful, Responsible and Ready to Achieve, and encourage students to follow this example.

MAIN DUTIES: TEACHERS’ STANDARDS

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. 

A teacher must:

1. Set high expectations which inspire, motivate and challenge students:

• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 

2. Promote good progress and outcomes by students:

• be accountable for pupils’ attainment, progress and outcomes
• be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
• guide pupils to reflect on the progress they have made and their emerging needs
• demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
• encourage pupils to take a responsible and conscientious attitude to their own work and study.

3. Demonstrate good subject and curriculum knowledge:

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.

4. Plan and teach well - structured lessons:

• impart knowledge and develop understanding through effective use of lesson time
• promote a love of learning and children’s intellectual curiosity
• set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
• reflect systematically on the effectiveness of lessons and approaches to teaching
• contribute to the design and provision of an engaging curriculum within the relevant subject area(s). 

5. Adapt teaching to respond to the strengths and needs of all students:

• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
• demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
• have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.·

6. Make accurate and productive use of assessment:

• know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
• make use of formative and summative assessment to secure pupils’ progress
• use relevant data to monitor progress, set targets, and plan subsequent lessons
• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 

7. Manage behaviour effectively to ensure a good and safe learning environment:

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

8. Fulfil wider professional responsibilities

• make a positive contribution to the wider life and ethos of the school
• develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
• deploy support staff effectively
• take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
• communicate effectively with parents with regard to pupils’ achievements and well-being.

Personal and professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher's career.  

• Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:
• treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position;
• having regard for the need to safeguard students' well-being, in accordance with statutory provisions;
• showing tolerance of and respect for the rights of others;
• not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs;
• ensuring that personal beliefs are not expressed in ways which exploit students' vulnerability or might lead them to break the law.
• Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality.
• Teachers must understand, and always act within, the statutory frameworks which set out their professional duties and responsibilities. 

OTHER DUTIES (AS APPROPRIATE) 

• Act as a Form Tutor and carry out the duties associated with that role, including supporting the Head of Year in monitoring and maintaining student progress, behaviour and attendance
• Support with duty rotas
• Engage with the school/Trust Quality Assurance procedures

Please note:

Employees will be expected to comply with any reasonable request from the Headteacher/SLT Link/Line Manager to undertake work that is not specified in this job description. 

METHODS OF WORKING

The post holder must:

• Maintain confidentiality and observe data protection and associated guidelines where appropriate;
• Maintain an awareness of Safeguarding Children and Child Protection;
• Understand and comply with the Trust’s Health and Safety Policy in the performance of their duties and responsibilities;
• Carry out the duties of the post in compliance with the academy’s Equal Opportunities Policy;
• Understand and comply with all other relevant academy policies;
• Take an active part in appraising their own work against agreed priorities, targets, professional development and supervision arrangements;
• Undertake any necessary training associated with the duties of the post;
• Carry out any other reasonable duties and responsibilities within the overall function, commensurate with the grading and level of responsibilities of the post.

Benefits

Other
Benefits with Vivup	Access to 750+ discounts on everyday essentials via our benefits package with Vivup.
Blue Light Card	Access to lots of discounts for just £5 every two years
Discount for Teachers	Exclusive discounts, cashback & vouchers for Teachers & Education Staff. For teaching assistants, headteachers, administrators, and everyone in between.

Qualifications

Qualification Title	Grade
Qualified Teacher Status	Qualified Teacher Status	Desirable
Honours degree qualification	Honours Degree	Essential
Good qualifications in both English and Maths	GCSE English and Maths C or equivalent	Essential
	relevant to role	Desirable
Relevant Qualification		Desirable

Skills

Experience
Teaching across the ability range	Essential
Teaching examination classes	Essential
Mainstream teaching 11-16	Essential
Proven ability to raise standards	Desirable
Experience of a pastoral/form tutor role	Desirable
Key stage 4 specifications	Desirable
Experience/Knowledge
Contribution to departmental/whole school improvement initiatives	Desirable
Building positive relationships with students	Essential
Secure subject and curriculum knowledge	Essential
Strategies to reduce cognitive load	Essential
Strategies to promote long-term memorisation and recall	Essential
Planning for students across the ability range, and for those with SEND/EAL	Essential
Using formative assessment to improve learning	Essential
Providing feedback to facilitate progress	Essential
Abilities, Skills and Knowledge
Effective behaviour management strategies	Essential
Relevant Skills
Current issues and recent development in the curriculum area	Desirable