Post Title: Head of Hearing Impaired Unit

Job Description

School: Hartsdown Academy

Name:

Post Title: Head of Hearing Impaired Unit

Responsible to: Director of Inclusion School SENCO Faculty

All teachers are subject to the conditions of Employment set out annually in the School Teachers’ Pay and Conditions Document or those set out by schools not under local authority control e.g. Academies. These detail the professional and particular duties required of teachers, together with requirements for management time, working time, guaranteed planning and preparation time. The school complies with these requirements in order to make reasonable demands of teachers.

SECTION 1 – JOB PURPOSE AND ACCOUNTABILITY

Teachers receiving Teaching and Learning Responsibility Payments provide professional leadership and management for their school/subject area(s) to secure high quality teaching, effective use of resources and improved standards of learning and achievement for all students. They are accountable for a significant, specified responsibility focused on teaching and learning, that is not required of all classroom teachers.

The Key Leadership Behaviours that contribute to success at this level are:

SECTION 2 – POST OF ADDITIONAL TEACHING AND LEARNING RESPONSIBILITY

A teacher receiving a payment for a Teaching and Learning Responsibility should demonstrate knowledge and understanding of:

·  School improvement and effectiveness strategies including the process of school self-evaluation.

·  Processes and systems for quality assurance within subject area(s).

·  Principles and practices in relation to managing learning and teaching, people, policy and planning, resources and finance.

·  Principles and practices of effective leadership and management of change.

·  The application of information and communications technology (ICT) to learning, teaching and management of the subject area(s).

·  Principles of curriculum planning.

·  Financial planning, stock inventory and resource planning.

Impact on educational progress beyond your own assigned students:

·  By using strategies to monitor and evaluate the educational performance of students and thus further develop the performance of the teaching team for which you are accountable.

Leading, developing and enhancing the teaching practice of others:

·  Accountability for the professional practice and professional development of the team through:

i.  Teaching

ii.  Team teaching

iii.  Advising

iv.  Supporting

v.  Monitoring the professional performance through a range of strategies.

Accountability for leading, managing and developing your subject, faculty, house or curriculum area or student development across the curriculum.

·  Accountability for the educational outcomes from your curriculum area through:

i.  Leading by example

ii.  Having sufficient support in place to ensure the success of the teaching team.

iii.  Enabling the student to progress and to develop by at least at the rate of the national average (context adjusted for the subject).

Line management responsibility for a significant number of people.

·  The Governors of the college define the term significant as in the order of 8 people.

SECTION 3 – SPECIFIC DUTIES FOR HEAD OF HEARING IMPAIRED UNIT

·  To be accountable for key stage and transition leaders

·  To support, hold accountable and develop all staff within the designated team and to ensure high standards of teaching and learning and the wellbeing of staff and students.

·  To have responsibility for a key area within the team and to promote opportunities for intra and inter team/cross curricular work.

·  To co-ordinate and develop to meet whole college plans; to devise group plans to meet expected outcomes.

·  To consider new courses and initiatives, develop, advise and support staff in delivering these through appropriate SoWs.

·  To ensure to meet student progress targets e.g. via data analysis, exam entry, student groupings, assessment records.

·  To ensure finance and resources are deployed to achieve student progress targets.

·  To induct, support and develop key stage and transition leaders and team members to meet the required level of good practice and monitor them against performance management targets.

·  To share and disseminate materials and to model and support good practice in preparation, classroom management, teaching and assessment, ensuring college policies are implemented

·  Act as a performance management team leader for identified teachers (if required).

·  To undertake regular QA on matters such as standards in teaching, learning and leadership and issues of concern.

·  To maintain records and report to relevant stakeholders (e.g. SLT, governors, Ofsted) consistent with the college’s MER and self evaluation procedures.

This job description will be supported by an Annual Job Plan which will list the key tasks, responsibilities and outcomes sought from the post holder in the school year. These will be derived from the School Improvement Plan and other school priorities.

Signed: ……………………………………………… Date: ………………………

Signed: ……………………………………………… Date: ………………………

Principal

Note

The above job description was agreed on …………………………… (date). It may be reviewed and/or amended at any time but before this happens you will be given appropriate opportunities to discuss any proposed amendments. It will be reviewed as part of the annual performance management process.

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