Fleetdown Primary School

Job Description

Post:Senior Assistant Head

Responsible for: Leader of Learning, Teaching and Coaching Champion

Salary: Leadership Scale.

Responsible to: The Headteacher

Purpose of Job:

To ensure that 100% of teaching & learning continues to be outstanding at Fleetdown Primary School, by implementing and embedding a coaching approach.

  • To be part of the Senior Leadership Team and positively support the aims, plus core values of the school as identified by the Head Teacher.
  • To lead and inspire colleagues, plus provide professional management and direction to ensure high quality teaching and learning, aspirational target setting, effective use of assessment for learning, appropriate use of resources and high achievement for all pupils.
  • To monitor and evaluate teaching and learning across Fleetdown Primary School, plus monitor the progress staff make in achieving targets andtheir use of assessment for learning. Use the information gathered to guide further improvements to teaching and learning.
  • To lead the development of colleagues through example, team working, mutual support and the organisation of high quality professional development.
  • To work closely with colleagues to develop, implement and review policies, practices and action plans which reflect the school’s commitment to high achievement.
  • To contribute to the School Improvement Plan to develop, implement and review whole schools’ strategies, policies and contribute to the School Improvement and Self Evaluation process.
  • To ensure that Fleetdown Primary School has strong links with other local schools and beyond.
  • To ensure that Fleetdown Primary School maintains strong links with teacher training providers.

Responsibilities:

  • To be an outstanding role model for teaching and learning
  • To oversee and organise coaching for appraisal at Fleetdown Primary School
  • To be an active member of the Senior Leadership Team
  • To positively support the Core Values and Vision at Fleetdown Primary School.
  • To contribute to the School Improvement/Self Evaluation plan for teaching and learning.
  • Work in Partnership with Kent & Medway Training (KMT) regarding UQT placements, be involved in the interview process and organise UQT placements at Fleetdown Primary School.
  • Work in partnership with local universities regarding primary placement for BA Hons and PGCE students and organise placements at Fleetdown Primary School.
  • Observe Graduate Tutors, UQTs/NQTs, teachers on a regular basis providing feedback as to strengths and areas for improvement using a coaching style. Share information with relevant coordinators/NQT mentors and Deputy Heads.
  • In consultation with the Deputy Head responsible for pupil outcomes, create a timetable of lesson observations, plus book scrutiny for the academic year.
  • Organise lesson observations for teachers at Fleetdown Primary School and other outstanding schools within the local area and beyond to share best practice and provide peer coaching opportunities.
  • Undertake team teaching lessons to model best practice with Graduate Tutors, UQTs, NQTs and any teacher who might need additional support on a regular basis and discuss impact using a coaching style.
  • Provide bespoke training for Graduate Tutors, UQTs and NQTs to ensure that 100% are good with outstanding attributes at the end of their NQT year.
  • Hold monthlylearning and teaching meetings for Graduate Tutors, UQTs and NQTs with their mentors.
  • Provide a comprehensive induction programme for UQTs and NQTs.
  • Liaise with NQT mentors on a weekly basis to know priorities for training.
  • Hold Graduate Tutors, UQT/NQT training courses at Fleetdown Primary School.
  • In consultation with subject leaders, monitor and evaluate planning and use this information to identify outstanding practice and areas for improvement across Fleetdown Primary School.
  • In consultation with subject leaders and Deputy Heads, undertake book scrutiny to ensure marking and feedback policy is being followed, plus pupils have time to respond to teachers marking. Provide feedback to teachers using a coaching style.
  • Ensure that teachers are setting homework in line with the Homework policy and appropriate for the age, plus stage of pupils at Fleetdown Primary School.
  • Ensure that there is a wide range of extra-curricular activities for pupils to develop their knowledge, understanding and skills.
  • To support the Headteacher and liaise with the Deputy Heads to develop effective CPD staff meetings each term and INSET days (Where applicable), including visits from external agencies to ensure all teachers know what outstanding learning and teaching looks like.
  • Covering classes to provide management release time for leaders.
  • To undertake daily lunchtime duty.
  • To undertake the appraisal of teachers
  • To be a Designated Safeguarding Lead
  • To support the Headteacher in the teacher recruitment process.
  • To report to governors on a termly basis regarding the quality of teaching and learning at Fleetdown Primary School.
  • To ensure that the Learning & Teaching, Homework and NQT policy are updated annually.
  • To analyse and interpret National, Local and School data, together with research and inspection evidence, to inform policies, practice, expectations, targets and teaching strategies.
  • To keep up to date with developments through attending courses and meetings including undertaking relevant and up to date training relating to the development of management skills.

TEACHING - Teachers’ Standards, May 2012

A teacher must:

1 Set high expectations which inspire, motivate and challenge pupils

• 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 for pupils

• 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 pupils

• 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 pupils 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 pupils’ 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 pupils’ 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 have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Policies

We recommend you read our safeguarding, child protection, behaviour, equality and diversity, health and safety, confidentiality, learning and teaching, marking and homework policies and our Staff Handbook.

Training and Development

  • review and evaluate the teaching methods and schemes of work
  • participate in training and development activities in school or at other providers in order to improve professional skills and knowledge
  • participate in performance management reviews in line with school policy

Carry out any other duties reasonably requested by the Headteacher. The duties may be varied to meet changed circumstances in a manner compatible with the post held, at the reasonable direction of the Headteacher.

This job description does not form part of the contract of employment. It describes the way in which the teacher is expected and required to perform and complete the particular duties as set out above.

Senior Assistant Head Person Specification

We seek to employ a person with the following essential qualities, skills and abilities:

Qualification and training:

  • QTS (Essential)
  • Evidence of continuing professional development relevant to a senior leadership role (Essential)
  • SENCO Accreditation/NPQSL (Desirable)

Knowledge and understanding of:

  • Current theory and best practice in learning and teaching
  • Consistently improving outcomes for all learners
  • How to enrich, enhance and develop the curriculum
  • Sustaining a healthy and safe school environment
  • The role of whole school community in school improvement
  • How to analyse and interpret data
  • Statutory requirements for safeguarding
  • Secure knowledge of supporting SEN/AEN in the classroom

Experience:

  • A minimum of seven years teaching experience in different schools or across phase groups
  • Leading a team successfully through school improvement
  • A proven record of accountability of at least one aspect of whole school leadership or management
  • Developing and leading professional development for staff
  • Managing and using pupil achievement tracking systems
  • Initiating and developing strategies to develop the curriculum
  • Experience of coaching to improve the quality of teaching

Aptitude and skills:

  • Be an outstanding classroom practitioner
  • Be an effective organiser and team player
  • Be ambitious and know how to motivate/inspire others
  • Be positive and resilient with drive, integrity and a cheerful disposition
  • Have a good presence and excellent communication skills
  • Have the ability to work effectively under pressure, prioritise appropriately and meet deadlines
  • Lead by example

Staff Member______Date______

Headteacher______Date______

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