St Helena Government

Terms of Reference

Advanced Skills Teacher (Mathematics)

Background

The island of St Helena is an internally self-governing Overseas Territory of the United Kingdom located in the South Atlantic approximately 4,000 miles from the UK. The Government comprises a Governor (who is appointed by the Crown) an Executive Council, which has the general control and direction of Government, and a Legislative Council. The Governor retains responsibility for internal security, external affairs, defence, the public service, finance and shipping.

The island’s population is around 4,500 and it has a typical small island economy with a high import dependency, a narrow economic base, a large public sector (around 790 staff), and significant outward labour migration. St Helena receives UK Government financial assistance to support recurrent and capital expenditure as part of their obligation to ensure that the reasonable needs of the population are met.

The 10 Year Plan for St Helena captures the following National Goals:

Altogether Safer

Altogether Healthier

Altogether Better for Children and Young People

Altogether Greener

Altogether Wealthier

The plan will improve joined up thinking, focus, and crucially reflect the views of the community. This can be found here:

The Prospectus for Change, launched in December 2015, is a three year plan which sets out St Helena Government’s Goals and Strategies for making the public service a great place to work, while ensuring customers experience the best possible service . This can be found here:

The vision and mission that has been agreed for the Public Service and which will be incorporated in future plans and strategies are as follows:

Vision – A great place to work and do business with

Mission – Provide Services that are responsive to the needs and expectations of the people of St Helena, by taking account of their views in decisions on the design, delivery and performance of services, and by working with our colleagues to create an environment that encourages everyone to do their best.

Commercial flights to St Helena commenced on 14 October 2017. It is hoped that the tourism activity resulting from this will significantly enhance St Helena’s economic prospects and have a dramatic impact on the island community, bringing a period of accelerated social and economic change. Achievement of the Goals and Strategic Objectives will require sound management and transformation of the public sector to make it a professional, modern, and flexible organisation able to initiate and respond to change.

SHG is implementing a modernisation programme that will enable the Public Service to improve its delivery of the government’s developmental objectives. Central to this programme has been the re-structuring of Government functions and directorates. There are currently five directorates reporting to the Chief Secretary who is the head of the Service; Education and Employment, Health, Safeguarding, Environment & Natural Resources and Corporate Services. The Police Service reports to the Governor.

Education & Employment Directorate

This is a very exciting time to think about joining the Education and Employment Directorate.

Now that the airport is operationalnew opportunities are imminent for the young people of St Helena.

Whilst there is a recent history of underachievement and migration away from the Island there are signs that these past trends are now reversing. We are seeing a small number of families returning to the island as employment prospects increase.

In the past two years or so the Education Directorate has began to transform the island’s educational infrastructure so that it is complimentary to the changing skill recruitments of the emerging economy.

To assist St Helena to progress this change agenda a significant programme of financial and educational assistance continues to be processed by the UK government through the Department for International Development (DFID). This support programme provides good opportunities for continuing professional development for the children’s workforce and an ambitious programme together for raising attainment.

There are currently four schools on the Island, one secondary school, Prince Andrew School and three Primary Schools, Harford, Pilling and St Pauls.

The curriculum that the island has in place broadly models the English education system and young people take SAT’s at the end of Key Stage 2 and GCSE’s and other recognised UK qualifications at the end of KS4. A programme of 6th form study is available which includes ‘A’ level courses at Prince Andrew School and distance learning supported programmes.

The curriculum will continue to develop alongside the changing economic developments.

The Island has a small, but very committed workforce, who shares a common goal to provide the best possible opportunities for the young people of St Helena to realise their ambitions.

We require an experienced Maths teacher who will be able to teach GCSE and A level Maths, additional/further Maths would be desirable.

We are looking for:

  • An experienced teacher who has a track record of delivering results and who has successfully taught Maths in at least one Secondary School to GCSE and A level
  • A teacher who inspires and motivates their learners to achieve
  • Someone who can contribute to the professional development of other teachers

Accountable via the Headteacher, Prince Andrew School and to the Director of Education and Employment.

Key Purposes of the Job

  • To continue to co-ordinate and develop Maths at Prince Andrew School under the direction of the Headteacher including the schemes of work for key stage 3,4 and 5.
  • To monitor and assess student performance to develop the tracking systems currently in place.
  • To plan, prepare and deliver appropriate schemes of work
  • To provide high quality teaching across the defined age range of 11 – 18 at Prince Andrew School as directed by the Headteacher.
  • To provide high quality CPD for colleagues in Maths as applicable and as directed by the Head Teacher
  • To ensure the effective management of resources and equipment

Anticipated Outcomes

  • A sustainable Maths programme at Prince Andrew School
  • Incremental growth and development of student learning and skill acquisition, leading to examination/assessment success at GCSE and A level.
  • Higher take up of Maths related career opportunities

Key Duties

  • To teach classes in Maths at Prince Andrew School and to Further Education students
  • To provide support and give advice to teachers and trainers in this specialist subject to develop the ability of island staff to self manage the subject (to include the identification and training of a suitable person to assume the role at an appropriate time).
  • To work as a member of the Maths Department at Prince Andrew School and to develop courses for both school students and for Further Education students
  • To ensure the effective management of appropriate resources for Maths
  • To contribute to the teaching of Maths within Lifelong Learning where possible
  • To promote equality of opportunity and inclusive practices
  • To give due regard to health and safety at all times

Key Working Relationships

DirectorateThe Director and Senior Management Team, Headteacher and Staff, Prince Andrew School, Lifelong Learning Services staff

GovernmentElected members, Corporate Human Resources

Person Specification

Qualifications

Essential

A recognised UK teaching qualification

Qualified to degree level.

Desirable

A record of continuing professional development

A degree in Maths

Knowledge & Experience

  • Knowledge of the range of GCSE and A level courses available for Maths
  • Knowledge of the Secondary Curriculum within the UK, relevant to Maths
  • Experience of teaching and demonstrating practical skills
  • Experience of providing professional development and training for other staff

Skills

  • Excellent communication skills, both verbal and written, including the use of ICT
  • Strong leadership and negotiating skills
  • Diplomacy and sensitivity
  • Outstanding teaching and training skills

Competencies

Professional standards are outlined in appendix 1.

Timing

Required for 1st September 2018 (or as soon as possible thereafter)

(2 Year Contract in the first instance)

Additional Information

Education & Employment Directorate Strategic Plan

Appendix 1:

Professional Standards - Teachers

S1: Set high expectations which inspire, motivate and challenge pupils

  • Establish a safe and stimulating environment for pupils, rooted in mutual respect.
  • Set goals that can stretch and challenge pupils of all backgrounds, abilities and dispositions.
  • Demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
S2: Promote good progress and outcomes by pupils
  • Be accountable for pupils’ attainment, progress and outcomes.
  • Plan teaching to build on pupils’ capabilities and prior knowledge
  • 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.

S3: 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.

S4: 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 areas.
S5: 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.

S6: 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.

S7: Manages behaviour effectively to ensure a good and safe learning

  • Have clear rules and routines for behaviour in the classroom, and take responsibility for promoting good and courteous behaviour in the classroom and around the school, in accordance with the school’s behaviour policy
  • Have high expectations of behaviour and establish a framework for discipline, consistently and fairly, 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, exercising appropriate authority,and acts decisively when necessary

S8: 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
  • Understands safeguarding and child protection procedures, and their implications, including the effects on a child’s behaviour