Warrington School/Board Of Trustees/Board/Scale A Teacher Position
- 1 JOB DESCRIPTION TEACHER:
- 1.1 CLASSES:
- 1.2 SPECIAL RESPONSIBILITIES:
- 1.3 PURPOSE:
- 1.4 EXTENT OF AUTHORITY:
- 1.5 WORKING RELATIONSHIPS:
- 1.6 CURRICULUM DELIVERY OBJECTIVES:
- 1.7 CURRICULUM CONTENT OBJECTIVES:
- 1.8 ASSESSMENT AND RECORDING OF CHILDREN’S LEARNING ACHIEVEMENTS
- 1.9 REPORTING TO PARENTS ON CHILDREN’S PROGRESS AND ACHIEVEMENTS
- 1.10 DEVELOPMENT GOALS:
JOB DESCRIPTION TEACHER:
This job description is directly related to the School’s Curriculum Plan. The plan was drawn up in consultation with staff, parents, community and board of trustees.
- Established in consultation with other teachers at the end of each year.
- See separate school list
- Teachers are responsible to the Principal for curriculum delivery, curriculum content, assessment of pupil progress, reporting to parents, and other delegated responsibilities.
- This job description sets out teachers’ duties and responsibilities, and forms the reference point for performance appraisal.
EXTENT OF AUTHORITY:
- Teachers operate within legal requirements, the school’s charter and policies.
- Each teacher is responsible for the welfare and education of the children and classes assigned.
- Give priority to ensuring the well-being and educational achievements of their pupils.
- Work as members of a staff team.
- Have positive relationships with parents.
- Help to promote the interests and image of the school
CURRICULUM DELIVERY OBJECTIVES:
The ways students are taught and helped to learn.
- Classroom environments are safe, both physically and emotionally, positive and supportive of students’ learning, tidy and inviting and with well established routines.
- Effective classroom management and routines are established and maintained to support learning needs.
- Consistent expectations of high standards of behaviour are shared and positively reinforced to achieve good relationships and general conduct.
- All children have equal access to learning opportunities, resources and teacher time.
- Identify children’s special learning difficulties or abilities, and to provide appropriate remedial support or extension programmes.
- Teachers are positive role models in their enthusiasm of learning, their ability to relate others and their valuing of achievement.
- Programmes and teaching methods cater for Children’s individual needs, abilities and learning styles.
- Children are helped to form consistently good work habits, positive attitudes towards learning and growth towards self-direction, independence and responsibility for their own performance.
- Learning activities are designed to enable and encourage all children in the pursuit of excellence and to make
- learning enjoyable, interesting and fun.
CURRICULUM CONTENT OBJECTIVES:
What children are taught and helped to learn.
- School and classroom plans and programmes are balanced across and within the 8 essential learning areas of the national curriculum (English, mathematics and statistics, science, technology, social sciences, the arts, and health and physical education, learning languages for Year 7-8).
- Programmes in the key competencies make provision to help children achieve growing confidence and competence in the key competencies (Managing self, Relating to others, Participating and contributing, Thinking, Using language, symbols and texts)
- Each year all children have planned learning experiences drawn from the appropriate levels in the strands from each national curriculum statement. When different learning strands are interwoven and integrated within units of learning, the achievement objectives from each learning area or strand are identified in planning statements.
- Units of learning use resources available within the school and the wider community to full advantage. Opportunities are taken to broaden and enrich children’s learning through educational experiences outside the classroom. Opportunities are taken to integrate learning across subjects and skills.
- The principal and staff plan and co-ordinate a yearly programme which outlines the content or contexts for units of learning to be covered each term and for each class level.
- Teachers plan units of learning individually or as a team. Plans show intended learning outcomes in relation to particular groups of children. Classroom plans are based on the school’s plans and national curriculum achievement objectives.
- The Curriculum Plan prescribes priority learning outcomes for each learning area. These targets apply to all levels of the school according to each child’s stage of progress, and are a major focus for the school’s self-review of its curriculum performance.
ASSESSMENT AND RECORDING OF CHILDREN’S LEARNING ACHIEVEMENTS
- Sound assessment practices have a positive impact on children’s attitudes and self esteem.
- On-going assessments and records describe accurately the skills, attitudes and abilities each child has achieved in each area of the curriculum.
- Achievement in relation to National Curriculum levels, are identified and recorded using a variety of assessment procedures.
REPORTING TO PARENTS ON CHILDREN’S PROGRESS AND ACHIEVEMENTS
- To build a child’s self worth and confidence, while giving positive goals to work towards.
- To provide an honest and clear indication of progress in both academic and key competencies.
- To indicate to caregivers the expectations of the school, the needs of the child, and how the caregivers can assist in meeting these needs.
- To foster a co-operative partnership between the home and school so there is shared interest in the individual needs of their child, their progress, successes and concerns.
- Reports build the child’s self esteem and will give clear and accurate accounts of children’s progress and their achievements in relation to their individual abilities.
- Progress and achievements are reported against specific criteria.
- Samples of children’s work are sent home from time to time with provision for comment by caregivers and teachers.
- Report on Goals for the year.
- Caregivers will be encouraged to observe their child’s progress at any time. (Open door policy).
- Caregiver/teacher interviews on children’s progress will be carried out twice a year and assessments and common goals will be discussed.
- A report on all curriculum areas will be written twice a year.
- In addition to the fixed programme of reporting, teachers’ or parents’ requests are met for additional interviews at any time of the year to discuss points of interest or concern about a child’s progress and achievements.
- To identify, implement and evaluate class/school goals for the term/year.
- To undertake personal professional development, after consultation with the Principal.
Signed Date (Teacher)
Signed Date (Principal