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8 Dec 2016

Head of Maths

Head of Curriculum Area Maths TLR 1

Job Description

The description below is layered on top of a mainscale teacher’s job description.  All TLR responsibility holders have a teaching responsibility.

Key responsibilities include

  • Leading the Curriculum Area in developing and improving teaching and learning according to The Learning Journey.
  • Supporting student development and achievement within the Curriculum Area.
  • Leading, developing and supporting a productive, positive and effective team of staff.
  • Monitoring and evaluating the quality of teaching and learning at all levels within the Curriculum Area according to agreed school expectations.
  • Developing and evaluating the vision, priorities and goals for the Curriculum Area Plan to support the School Development Plan, implementing this plan.
  • Being aware of the particular goals of all programmes including IB Diploma, Applied learning Pathway, Island Futures and the MYP. Ensuring the department works towards these goals.
  • Managing Professional Reflection and Development (PRD) for the Curriculum Area, initiating conversations as required.
  • Communicating effectively and efficiently within the Curriculum Area and with others in the school and its community.
  • Developing a meeting structure for the Curriculum Area. Running effective meetings and providing agendas and minutes of these meetings.
  • Developing and implementing agreed school policies, actively promoting a whole school vision.
  • Working as part of the Leadership Team through the Curriculum Leaders Group to innovate, develop and implement whole school priorities. Leadership of a development team on a rotational basis.
  • Enabling, supporting and managing the work of all support staff attached to the Curriculum Area.
  • Informing the Senior Staff member linked with the Curriculum Area of all relevant issues.
  • Coordinating and monitoring co-curricular activities provided by the Curriculum Area and by individuals within the Curriculum Area.
  • Identifying and planning professional development and in-service training for and by staff within the Curriculum Area and across the school.
  • Leading and managing a team of postholders and teachers in Curriculum Area.
  • Managing and developing the curriculum through regular review of schemes of work.
  • Ensuring that students’ work is regularly assessed and the assessments recorded.
  • Analysing and evaluating examination results and reporting outcomes to the Principal, Vice Principals and the School Council as appropriate.
  • Monitoring the physical environment of the Curriculum Area and reporting issues of concern to the Office Manager.
  • Liaising with the timetable team regarding the deployment of staff in the Curriculum Area.
  • Liaising with the Examinations Officer concerning examination entries and related matters including counselling of candidates.
  • Prioritising, planning and managing resources in the Curriculum Area. Delegation of funds to meet Curriculum Area priorities.
  • Taking responsibilities for academic standards within the Curriculum Area.
  • Contributing to the Foundation Wide professional development programme.

Key accountabilities

  • Coherent development of the Curriculum Area.
  • All staff are performing at a high level and/or underperformance is addressed, evidenced through Performance Management data.
  • Standards are high and judgements are based on evidence of value-added data.
  • Contribution across the Foundation enriches the learning community, measured by involvement in innovation networks and initiatives.
  • Accountable to the Principal and the School Council.

Person specification

  • A good teacher with very good relationships with students.
  • Committed to the highest expectations of students and their learning.
  • Previous school leadership experience.
  • Able to inspire and motivate staff.
  • High personal standards of meeting expectations, organization, paperwork, etc.
  • Able to communicate appropriately.
  • Able to use data appropriately.
  • Able to plan efficiently and manage change.
  • Able to develop a coherent, well motivated, effective and efficient team.
  • Able to do the hard thing when necessary.
  • Able to coach colleagues through the Performance Management process.
  • Able to demonstrate a commitment to CPD.
  • Able to work with colleagues in the Teaching and Learning Group to develop collaborative solutions.

Time allowance

Teaching load                           30/48

Role Name Main Scale Class Teacher
Job Code TCH02/003
Role Summary The main role of the classroom teacher is to maximise student learning and development through the planning, preparation and teaching of programmes which meet students’ individual learning needs and achieve specific student outcomes.  Teachers teach a range of student abilities and classes and are accountable for the effective delivery of their programmes.  The classroom teacher engages in critical reflection in order to improve their knowledge and skills to better engage students and improve their learning.

 

Classroom teachers assume roles beyond the classroom in endeavouring to maximise students’ learning.  These roles include working collaboratively with colleagues and other members of the school community, and communicating with parents and care-givers.

 

The classroom teacher’s contribution to the school goes beyond the classroom.  They participate in the development of the school policies and programmes and assist in the implementation of school priorities.  All classroom teachers may be required to undertake other duties in addition to their teaching duties.

 
Main Accountabilities Teaching and Assessment:

  • Planning lessons and sequences of lessons to meet student’s individual learning needs and to ensure student’s progression.
  • Using a range of appropriate strategies for teaching and learning and classroom management.
  • Use flexible groupings and structured inquiry to deliver high quality lessons in line with the IBO philosophy.
  • Maintain a well organised and stimulating learning environment.
  • Use learning technologies such as the EWB and the CLC to enhance learning.
  • Using information about prior attainment to set expectations for students.
  • Using a range of assessment and reporting methods that show student’s achievement in relation to learning outcomes.
  • Providing clear and constructive feedback to students and their parents and caregivers.

Wider professional roles:

  • Planning and engaging in professional learning activities that support school and systematic priorities.
  • Taking responsibility for own professional development and using the outcomes to improve teaching and students’ learning.
  • Making an active contribution to the policies and aspirations of the school.
  • Ensuring administration of classroom procedures are completed efficiently.
  • Collaborating with members of the school community to build a team environment that supports students’ learning.

Additional responsibilities may include:

  • Managing a year level or subject area.
  • Assisting with or managing an aspect of daily school management.
  • Assisting year level co-ordinators, curriculum co-ordinators, student management co-ordinators, principal and vice principal with the performance of specific functions.
  • Assisting with or managing a specialist function such as sport, careers, student welfare, excursions or camps co-ordination.
  • Supervising a range of student activities including support and welfare programmes.
  • Developing a school transition programme and facilitating the associated orientation programme.
  • Managing and supervising a team of teachers in the planning, implementation and review of teaching and learning programmes.
  • Leading the development of curriculum policies and programmes.
  • Contributing to the Foundation-wide professional development programme.

 
Typical reporting relationship School Leader
Minimum typical education

 

 Bachelor Degree in Education, or

Bachelor Degree in any subjects with PGCE (Postgraduate Certificate of Education), or equivalent
Minimum typical experience 1-3 years’ teaching experience within a recognised educational organisation
Core Professional / Technical Competencies required Abilities
·         Adaptability

·         Analysis / problem solving

·         Collaboration

·         Communication

·         Team centred

·         Self reflection
Knowledge
Having a thorough and up-to-date knowledge of the teaching of their subject(s), their students, curriculum, pedagogy, education-related legislation and the specific teaching context.
Core Soft / Transferable Competencies required ·         Planning & Organising Work

·         Translating Strategies into Plans & Actions

·         Valuing & Integrating Diversity

·         Learning Agility

·         Leading Change

·         Written Communication

·         Work Standards/Quality Orientation

·         Creativity/Innovative

·         Formal Presentation

·         Developing Talent

 
Development / Training to support role competencies Development activities
To be negotiated as part of the performance management process
Relevant courses
To be negotiated as part of the performance management plan
Notes: Two Years Finite Contract

All teachers are expected to contribute to the school extra curricular programme throughout the year