Lakelands Academy
Job Title: Lead Teacher – Communication and Interaction (temporary)
Pay: Upper Pay Scale (plus TLR 1 for the right candidate)
Disclosure Level: Enhanced
Responsible to: SLT Line Manager/Head
Main Purpose of Post:
· To take responsibility for the day-to-day management of the Kettlemere Centre, including:
o Line management of a team of specialist teaching assistants;
o Implementation and monitoring of all Centre-specific policies and procedures, such as Positive Behaviour Management and Use of Physical Restraint;
o Ensuring that all statutory and legal requirements are met, liaising with Academy Safeguarding, Attendance and Behaviour leads as appropriate.
· To ensure the Kettlemere Centre continues to represent an inclusive and supportive environment where students are motivated to achieve exceptional outcomes based on prior attainment.
· To ensure the very highest standards of attainment by:
o Enabling access to the mainstream curriculum across a range of subjects suitable to meet the needs of individuals.
o Providing targeted intervention programmes within the Centre to meet the needs of students’ Statements/Education, Health and Care Plans.
o Ensuring the highest quality of teaching and learning in the Centre to narrow the gap in attainment and develop communication and interaction skills
o Support the transition of students successfully from one educational setting to another.
· To work with SLT Lead on the monitoring and evaluation of teaching in the Kettlemere Centre.
· To undertake multi professional liaison with external agencies and organisations to support the needs of students and their families.
This job description is additional to the duties outlined in the latest School Teachers' Pay and Conditions Document in accordance with the academy’s policies and under the direction of the Headteacher. A summary of the key accountabilities is included below.
Part 1 Key Areas – General Professional Standards
Preamble:
· Teachers make the education of their students their first concern
· A Teacher is accountable for achieving the highest possible standards in work and conduct
· A Teacher acts with honesty and integrity
· Teachers keep their knowledge and skills up-to-date
· A Teacher is self-critical
· A Teacher forges positive professional relationships
· Teachers work with parents in the best interests of their students
1.1. Set high expectations which inspire, motivate and challenge students
1. Establish a safe and stimulating environment for students, rooted in mutual respect
2. Set goals that stretch and challenge students of all backgrounds, abilities and dispositions
3. Demonstrate consistently the positive attitudes, values and behaviour which are expected of students
1.2. Promote good progress and outcomes by students
1. Be accountable for students’ attainment, progress and outcomes
2. Plan teaching to build on students’ capabilities and prior knowledge
3. Guide students to reflect on the progress they have made and their emerging needs
4. Demonstrate knowledge and understanding of how students learn and how this impacts on teaching
5. Encourage students to take a responsible and conscientious attitude to their own work and study
1.3. Demonstrate good subject and curriculum knowledge to enable support for students with communication and Interaction needs
1. Have a secure knowledge of how to meet the needs of students with communication and interaction difficulties in successfully accessing the relevant subject(s) and curriculum areas, foster and maintain students’ interest in the subject and address misunderstandings
2. Demonstrate a critical understanding of developments in SEND and the new code of practice and promote the value of scholarship
3. 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
4. If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies
1.4. Plan and teach well-structured lessons
1. Impart knowledge and develop understanding through effective use of lesson time
2. Promote a love of learning and children’s intellectual curiosity
3. Set homework and plan out-of-class activities to consolidate and extend the knowledge and understanding students have acquired
4. Reflect systematically on the effectiveness of lessons and approaches to teaching
5. Contribute to the design and provision of an engaging curriculum within the relevant subject area(s)
1.5. Adapt teaching to respond to the strengths and needs of all students
1. Know when and how to differentiate appropriately, using approaches which enable students (with C&I) to be taught effectively
2. Have a secure understanding of how a range of barriers can inhibit students’ ability to learn and how best to overcome these for students with C&I
3. Demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support students’ education at different stages of development
4. Have a clear understanding of the needs of all students, including those with special educational needs; those with 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
1.6 . Make accurate and productive use of assessment
1. Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
2. Make use of formative and summative assessment to secure students’ progress
3. Use relevant data to monitor progress, set targets, and plan subsequent lessons
4. Give students regular feedback, both orally and through accurate marking, and encourage students to respond to the feedback
1.7 Manage behaviour effectively to ensure a good and safe learning environment
1. Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the Academy, in accordance with the Academy’s behaviour policy
2. Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
3. Manage classes effectively, using approaches which are appropriate to students’ needs in order to involve and motivate them
4. Maintain good relationships with students, exercise appropriate authority and act decisively where necessary
1.8 Fulfil wider professional responsibilities
1. Make a positive contribution to the wider life and ethos of the Academy
2. Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
3. Deploy support staff effectively
4. Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
5. Communicate effectively with parents (and external agencies) with regard to students’ achievements and well-being
Part 2 Personal and Professional Conduct
The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career
2.1. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside the Academy, by:
1. Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
2. Having regard to the need to safeguard students’ well-being, in accordance with statutory provisions
3. Showing tolerance of and respect for the rights of others
4. 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
5. Ensuring that personal beliefs are not expressed in ways which exploit students’ vulnerability or might lead them to break the law
2.2 Teachers must have a proper and professional regard for the ethos, policies and practice of the Academy in which they teach, and maintain high standards in their own attendance and punctuality
2.3 Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities
Along with the general Professional Standards outlined above, the Faculty Leader – Communication and Interaction will also have the specific leadership and management responsibilities outlined below:
1. LEADERSHIP
In line with academy wide policy and supported by the SLT Line Manager, the Lead Teacher – Communication and Interaction will:-
§ Support the ongoing development of a positive culture and identity for the Centre for students with C&I
§ Provide a clear direction and purpose by effectively implementing Centre-specific policy and practice
§ Lead by example and hold staff to account to ensure consistent expectations are established in terms of:
o The standard of behaviour
o The attitude towards learning
o Attendance and punctuality
o Standards of achievement (attainment and progress)
o Assessment (summative and formative)
o Use of new technology
§ Involve and motivate staff including other relevant professionals
§ Lead team meetings
§ Report to and attend governors’ meetings as appropriate
§ Identify the CPD needs of the Kettlemere team and where necessary provide support in order to address needs identified through self evaluation and to ensure that the vision for the Kettlemere Centre is realised
2. MANAGEMENT
§ To monitor the work of the Kettlemere team in order to identify strengths and support weaknesses in the quality of their work, intervening when necessary to ensure high quality teaching and learning delivered and supported.
§ To lead in the monitoring and implementation of Health and Safety procedures and policies and check that all members of the team adhere to this policy.
§ To act as Appraisal Leader for the Kettlemere team and complete relevant Appraisal/Capability documentation/observations/reviews
§ To hold members of their team to account should they not perform in line with expectations/policy and alert their line manager if concerns persist
§ To ensure that there is a consistent and effective record keeping in terms of:
o Attainment & progress tracking
o Behaviour
o Assessment data
§ To monitor the progress of groups of students and identify those likely to underachieve and develop intervention to address any underachievement.
§ To ensure that procedures which provide consistency and support to the Kettlemere team in their day to day work, including risk assessment for students with challenging behaviours, are reviewed and updated in accordance with Centre policies.
§ Ensure there is effective communication between the Centre and home in terms of the progress of students, to celebrate success and tackle underachievement
§ Monitor intervention strategies so that parents are kept informed, positive partnerships are maintained and parents are supportive of the work of the Centre
§ Ensure team meetings are convened, accurately recorded and actions are identified
§ Ensure that relevant records are kept and that any relevant documentation is completed so that the statutory requirements of the EHCP’s/Statements are met and students achieve the outcomes as specified.
§ Liaise with the Exams Officer to ensure students are accurately entered for public tests/examinations
§ Ensure that the area is a safe, tidy (inc offices etc) and stimulating place to learn through managing resources and refreshing displays regularly
§ To delegate as appropriate aspects of the role as required
§ Attend Middle Leaders meetings and play an active role in the development of the academy
§ To liaise with external professionals and multi-agencies to enable positive multi-agency working practices and develop the links to support students and their families.
§ To develop robust and effective transition support plans to help students move on successfully from one setting to the next.
Job Description - Lead Teacher (Interaction and Communication)