Job Description – Lead teacher for Autism Centre

Post title: / Lead teacher for Autism Centre
Post Holder:
School: / Pilgrim School
The description of the duties, responsibilities and accountabilities for the post of Lead teacher for Autism Centre at PILGRIM school has been set within this job description.
Responsibility areas: / The leadership, management and development of High Functioning ASD centre at Pilgrim School.
Accountability areas / Undertaking the leadership of the Autism Centre
The strategic leadership and operational day to day management of the Autism Centre within the school along with the setting, development and implementation of policies, plans, targets, practices, and procedures related to the centre within the context of the visions, aims, ethos and goals of the school.
Undertake the professional development of staff for working with ASD pupils across the school. .
Generic Duties of all teaching staff
Scale / Salary: / Main scale / UPS + TLR 2b and SEN allowance
Teaching load: / 24 lessons out of 30 – then an additional 2 lessons through Wednesday Workshops
Accountable to: / Deputy Head teacher

This appointment is subject to the current conditions of employment of teachers contained in the current School Teachers’ Pay and Conditions Document, the relevant Professional Standards for teachers, any other current educational legislation and the school’s articles of government.

This job description may be amended at any time following discussion between the headteacher and member of staff and will be reviewed annually.

Area of Accountability A
Undertaking the leadership of the Applied Learning group
To promote the vision and aims of the Pilgrim School. .
To provide professional leadership and management to secure:
•improvement in achievement and attainment for all students in Autism Centre ;
•raising of aspirations and standards of learning and teaching within the Autism Centre.
•effective strategic direction of the Autism Centre.
•effective deployment of resources,
•a safe and healthy environment for members of the school community.
•meeting student and staff needs on a day-to-day basis;
•the supervision of student behaviour around school at all times and to actively promote staff and student well-being;
•being a presence around school: a role model to all.
Generic expectations of all members of theWider Leadership Team:
•act with professional integrity at all times;
•notwithstanding issues of confidentiality and tact, act with honesty and transparency with regard to your work. This means working in ways which promote relational trust;
•identify and improve those areas relevant to your role which need to move from good to outstanding;
•maintain those School policies and procedures relevant to your area and update
whenever required;
•be present where required at meetings, performances and other functions / events;
•where requested to do so attend Governing Body meetings to inform governors of issues related to your role;
•undertake a proactive part in:
  • those activities that are part of the self-evaluation of the school;
  • being a presence around school;
  • appraisal, performance and line management systems;
  • student voice
  • work as part of a team,
  • when requested to do so by the Headteacher prepare and presentreports on progress / issues related to areas of accountability and responsibility;
  • traverse the conflicting expectations of transparency and confidentiality.
  • at all times work as one team with the staff. Avoid the ‘them and us’ ethos;
  • undertake specific tasks reasonably delegated by the Head teacher.

Area of Accountability B
The strategic leadership and operational day to day management of the Autism Centre within the school along with the setting, development and implementation of policies, plans, targets, practices, and procedures related to the system within the context of the visions, aims, ethos and goals of the school.
  • Have strategic oversight of the Autism Centrewithin the school creating a vision for excellent and outstanding classroom practice.
  • To implement the work of the Autism Centre group in the school through the work of teachers and Reintegration and Support Officers and Learning Mentors.
  • Ensure school policies related to cross curricular numeracy and literacy are followed by all staff and that allstaff are held accountable for their implementation and success;
  • Hold two meetings regularly:
  1. Autism Centre meetings / workshops; - these meetings are to identify and share best classroom practice; moderate and assess pupil work; track pupil progress and ensure the efficient management and deployment of resources. These meetings will also
  2. Line Management Meetings;These meetings are chaired by the Deputy Head teacher. The main purposes of these meetings are to focus on the Raising Attainment Plan, tracking of pupil progress (especially those in need of intervention) and tracking of the departmental development plan. In addition this meeting is a key conduit between the leadership group and the work of the Autism Centre. Therefore advantage should be taken to communicate and raise any areas of concern.
  • Undertake self-evaluation of the Autism Centre in order to contribute to schoolsystems of monitoring, evaluation and review; This is to include:
  1. Analysis of trends in attainment and achievement data including exam results; examiner and moderator results; progress check data; controlled assessment data; work scrutines.
  2. Analysis of strengths and weaknesses in current learning through participation in work scrutiny and lesson observations.
  • Provide any information that Ofsted may need in relation to pupil progress in Autism Centre.
  • Be aware of and ensure that the school is meeting the ‘good’ and ‘outstanding’ criteria in the Ofsted Evaluation Schedule for behaviour and achievement;
  • Ensure that the school is prepared for a positive quality assurance visit from Edexcel and that the school responds to feedback from these reports.
  • Contribute to the school Raising Achievement Plan (RAP) by identifying clear targets,timescales and success criteria for the development of outstanding and good progress in Autism Centre;
  • Monitor progress and evaluate the effects of developments and targets on student progressby working alongside colleagues, analysing work and outcomes;
  • Ensure that by working with and through others that the work of the Autism Centre is properly resourced and planed for. This includes the ordering of key texts and teaching resources and ensuring that there are appropriate schemes of work.

Area of Accountability C
Undertake the professional development of the Autism Centre and School
  • Through team working with the leading practitioner (teaching and learning) identify areas for action research within the Autism centre group
  • Facilitate team working and coaching practices within the group
  • Identify and then working though the group ensure that CPD needs for Autism Centre are met.
  • Champion the needs of ASD pupils across the Pilgrim School
  • Lead CPD initiatives across the Pilgrim School regarding ASD.

Area of Accountability F
Generic Duties Relevant to all teaching staff
To conduct your work within the vision and ethos of the school – especially with regard to:
  • Working within the bounds of confidentiality, trust and integrity;
  • Having unconditional positive regard for pupils and their families
  • Commitment to the school’s vision as a learning organisation and taking personal responsibility for their own performance and CPD.
Learning and teaching:
This is the core purpose of any school and the key activity of any teacher. Consequently teaching staff will:
  • Plan their lessons appropriately to meet the individual needs of pupils so that all pupils make at least good,medical conditions permitting, and frequently outstanding progress.
  • Use the principles of FACE to ensure that students are given sufficient feedback, that they act upon, so that they improve their own work. That pupils develop autonomy and resilience with their work, that assessment data, in its broadest sense, is used so that pupils are challenged and stretched in lessons and that lessons are constructed and presented in ways which are engaging.
  • Take responsibility for their own classroom practice and professional learning. This is to be achieved through annual self-evaluation, attendance at appropriate “Wednesday Workshops” through CPD and engagement with the school’s coaching program. This is in addition to the school performance management system.
Exercise of professional skills and judgment as a case load manager
  • acting upon requests for involvement from schools or the Local Authority in the designated area or with specified cases by assessing the individual needs of each situation and arranging an appropriate response
  • monitoring, reviewing and evaluating the provision to decide upon continuation or change of the provision in order to give each pupil the best possible chance of success and progress
  • making effective use of multi-agency working to ensure the best possible support for each pupil
  • taking an active role in addressing school development priorities e.g group teaching, distance learning
Use of ICT
It is expected that all teaching and support staff follow the ICT Vision of the Pilgrim School. .
All teaching staff will be expected to ensure that all students leave the school with
transferable ICT skills, knowledgeable in developing technologies and equipped for the next stage of their education or work life. ICT must be used creatively to inspire and motivate students where it is relevant to do so.
All staff will be expected to utilise ICT and to improve communication and reduce paper use. Security procedures must be followed when using ICT systems.
All staff are expected to follow (and ensure students follow) the procedures as laid out in the School’s Acceptable Use Policy. Staff are also expected to ensure they follow School policies with regard to professional conduct when using ICT systems.
Data Protection
It is essential when working with computerised systems that you are completely aware of your responsibilities at all times under the Data protection Act 1984 (as amended) for the security, accuracy, and significance of personal data held on such systems.
Health and Safety
Employees are required to work in compliance with the schools’ Health and Safety policies and under the Health and Safety at Work Act 1974 (as amended), ensuring the safety of all parties they come into contact with, such as members of the public, in premises or sites controlled by the school.
In order to ensure compliance, procedures should be observed at all times under the
provision of safe systems of work through safe and healthy environments, including
information, training and supervision necessary to accomplish those goals.
Safeguarding
The Pilgrim School is committed to safeguarding and promoting
the welfare of children and young people and all staff must ensure that the highest priority is given to following the guidance and regulations to safeguard children and young people.
All staff are to have due regard for safeguarding and promoting the welfare of children and young people and to follow the child protection procedures adopted by the Pilgrim School. Any safeguarding or child protection issues must be acted
upon immediately by informing the Senior Designated Person (SDP).
The successful candidate will be required to undergo an Enhanced Disclosure from the Criminal Records Bureau (CRB) and obtain any other statutorily required clearance.
Area of Responsibility G
To be responsible and accountable for pupil progress in SMSC and PSHE
  • To ensure that SMSC and PSHE is appropriately planned throughout the school both discretely and as a cross-curricular subject
  • Ensure that provision in SMSC and PSHE at least the OFSTED requirement for good
  • To ensure through the work of others in terms of planning, delivery and evaluation that pupil progress in PSHE and SMSC is at least good.
  • To ensure that the school meets statutory requirements in SMSC and PSHE
  • To report to governors and SLT on SMSC and PSHE matters on an annual basis.

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