MINSTER PRIMARY SCHOOL

Post Holder’s Name:

Designation: Qualified Teacher, MPS

Subjects Led:

Reports to:

Start Date:

Review Date:

Job Purpose

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  • To be responsible for the education and welfare of a class of pupils in accordance with the professional duties of a teacher as set out in the current Teachers’ Pay and Conditions Document, having due regard to the requirements of the National Curriculum and RE framework, the aims of the school, the School Improvement Plan, schemes of work and all school policies
  • To lead and have responsibility for a subject/cluster of subjects ensuring the quality and consistency of provision, standards and achievement in these subjects across the school

Accountabilities (Actions)

/ Class Teacher
1. Plan prepare and teach lessons of a high standard to ensure success of all children regardless of ability, gender or ethnicity:
  • Following the National Curriculum and designated schemes of work, including the RE framework
  • Complying with all school policies including the setting, marking and monitoring of homework as stated in the school’s teaching and learning policy
  • Ensuring all planning (long, medium and short-term) is completed in advance and available for cover staff,TAs and management monitoring at all times
  • Effectively direct and manage the deployment of TA /TAs within the classroom in conjunction with the SENCo
  • Ensuring detailed on-going assessments are carried out to inform planning and summative assessments, including marking, are undertaken following the school’s policy
  • Providing detailed records and reports on pupils’ progress, effort, well-being and achievement for staff, parents/carers and outside agencies as required.
  • Being available for meeting with parents/carers on a day-to-day basis
2. Provide a rich and diverse curriculum which has opportunities for out-of-school learning, including clubs and activities, to contribute to the development of the whole child. In-addition, attend PTA events and support their fund raising activities
3 .Maintain good order and discipline among all pupils and to be responsible for their day to day pastoral care and share in the corporate responsibility for the safety, care and well-being of all members of the school community.
4. Create and maintain a high quality and safe learning environment to promote and develop pupil confidence, self-esteem and academic success
5. Actively participate and contribute to school development and improvement
6. Work closely with all team members contributing positively and effectively to team success and well-being
7. Engage in continuous professional development, participating in performance management, training and monitoring activities, constantly seeking to improve performance

Personal Qualities (EI)

/ Emotional Self-awareness*
Accurate Self-assessment*
Self-confidence2 / Empathy2
Organisational Awareness*
Service Orientation*
Emotional Self Control*
Transparency*
Adaptability2
Achievement Orientation2
Initative2
Optimism* / Developing Others*
Inspirational Leaders
Change Catalyst
Influence2
Conflict Management*
Teamwork and Collaboration3

Knowledge and Skills

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  • Principles and practices of effective teaching and learning
  • Preparation of schemes of work and lessons
  • Knowledge and understanding of subject area(s)
  • Principles and practices of monitoring/assessment/evaluation
  • The application of information and communications technology (ICT) to learning and teaching in subject area(s)

Source: * Research into teacher effectiveness (Hay McBer 2001) – indicated levels in each EI competency for ‘main professional grade’ teachers.

Accountabilities (Actions)

/ Subject Leader
  1. To lead in the development of the subjects specified:
  • To maintain, review and update the long term plans, schemes of work, policy documents including annual development plans
  • To monitor planning for continuity and progression across the school providing feedback for individuals, and the Teaching and Learning Leaders in order to secure subject improvement and improved learning outcomes and a high profile for the subject within the school
  • To keep up to date with good practice and new developments, including attending Cluster training sessions, and offer advice and support on teaching and learning in their subjects
  • To establish and regularly update high quality resources for the teaching of the subjects, within the budget/s allocated, ensuring they are well maintained and accessible
  • To work with colleagues in linked schools to improve teaching and learning and ensure continuity and progression

The Emotional Intelligence Competencies

SELF-AWARENESS

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SOCIAL AWARENESS

Emotional Self-Awareness:
Recognising how our emotions affect our performance. / Empathy:
Sensing others’ feelings and perspectives, and taking an active interest in their concerns.
  1. Aware of own feelings
  2. Aware of triggers
  3. Understands implications of own emotions
  4. Has emotional insight
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  1. Listens
  2. Reads non-verbal clues
  3. Open to diversity
  4. Sees others’ perspectives

Accurate Self-Assessment:
Knowing one’s own inner resources, abilities and limits. / Organisational Awareness:
Reading a group’s emotional currents and power relationships.
  1. Aware of own strengths and limits
  2. Open to feedback
  3. Has a sense of humour about oneself
  4. Solicits honest critiques
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  1. Understands informal structure
  2. Understands climate and culture
  3. Understands organisational politics
  4. Understands underlying issues

Self-Confidence:
A strong sense of one’s self-worth and capabilities. / Service Orientation:
Anticipating, recognising and meeting customers’ or clients’ needs.
  1. Is confident in job capability
  2. Believes in oneself
  3. Is self assured
  4. Has presence
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  1. Makes self available
  2. Monitors satisfaction
  3. Takes personal responsibility
  4. Matches customer needs

SELF-MANAGEMENT

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RELATIONSHIP MANAGEMENT

Emotional Self-Control:
Keeping disruptive emotions and impulses in check. / Developing Others:
Sensing others’ development needs and bolstering their abilities.
  1. Shows restraint
  2. Has patience
  3. Responds calmly
  4. Stays composed and positive
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  1. Recognises strengths
  2. Provides support
  3. Gives constructive feedback
  4. Acts as a mentor

Transparency:
Maintaining integrity, acting congruently with ones values. / / Inspirational Leadership:
Inspiring and guiding individuals and groups.
  1. Keeps promises
  2. Brings up ethical concerns
  3. Publicly admits to mistakes
  4. Acts on values
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  1. Leads by example
  2. Stimulates enthusiasm
  3. Inspires others
  4. Communicates a compelling vision

Adaptability:
Flexibility in handling change. / Change Catalyst:
Initiating or managing change.
  1. Open to new ideas
  2. Adapts to situations
  3. Handles unexpected demands
  4. Adapts or changes strategy
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  1. Defines general need for change
  2. Acts to support change
  3. Personally leads change
  4. Champions change

Achievement Orientation:
Striving to improve or meeting a standard of excellence. / Influence:
Having impact on others.
  1. Improves performance
  2. Sets challenging goals
  3. Anticipates obstacles
  4. Takes calculated risks
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  1. Engages audience
  2. Anticipates impact of actions or words
  3. Uses indirect influence
  4. Develops behind the scenes support

Initiative:
Readiness to act on opportunities. / Conflict Management:
Negotiating and resolving conflict.
  1. Addresses current opportunities
  2. Seeks information
  3. Makes extra efforts
  4. Initiates action for the future
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  1. Airs disagreements
  2. Maintains objectivity
  3. Addresses conflict
  4. Orchestrates win-win solutions

Optimism:
Persistence in pursuing goals despite obstacles and setbacks. / Teamwork & Collaboration:
Working with others towards a shared goal. Creating group synergy in pursuing collective goals.
  1. Has positive expectations
  2. Is optimistic about the future
  3. Is resilient
  4. Learns from setbacks
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  1. Co-operates
  2. Solicits input
  3. Encourages others
  4. Builds bonds

PERSON SPECIFICATION:Class Teacher

Essential / Desirable

Qualifications

/ - QTS (or working towards QTS)
- Willingness to undertake further
training in line with the school
improvement plan to improve own
practice. / -Evidence of further professional studies.
Experience and Attainments / -A good or better classroom practitioner with energy and commitment..
-Experience as working as a team member and a willingness to support colleagues in providing for pupils needs.
-Willingness to teach different year groups.
-Demonstrate a commitment to do everything possible to overcome barriers to learning to enable all pupils to succeed. / -Previous experience of working
successfully in two or more primary phases.
Skills and Abilities / The ability to:
-provide a positive climate for learning
environment.
-to communicate clearly and
effectively in speech and writing to a variety of audiences, including pupils, parents and governors.

Knowledge

/ -A thorough knowledge of the Primary Curriculum enabling creativity and the ability to design learning sequences
within lessons and across lessons that
are effective and consistently well
matched to learning objectives and
the needs of learners..
-Demonstrate the knowledge and
understanding of effective assessment for and of learning, record keeping and
their use to promote high standards of
achievement for all children.
-Curriculum knowledge and the ability to lead a subject area across the school.
-Be conversant with major curriculum
issues and current developments in education.
-Be able to demonstrate well-
developed knowledge and use of ICT for teaching, learning and management purposes.
-Demonstrate an understanding of, and
commitment to equal opportunities for both pupils and staff.