At a Glance
- Tasks: Inspire students with engaging maths lessons and support their academic growth.
- Company: Well-established secondary school in Northamptonshire with a supportive environment.
- Benefits: Opportunity for professional development and a vibrant, inclusive school culture.
- Other info: Join a dynamic team dedicated to nurturing student potential.
- Why this job: Make a real difference in students' lives while developing your teaching skills.
- Qualifications: Passionate about maths and experienced in teaching Key Stage 3.
The predicted salary is between 31650 - 43607 £ per year.
About the
School: Our client, a well-established and regarded secondary school in Northamptonshire, is seeking 2 x passionate and dedicated Maths Teachers to join their dynamic teaching team across two different secondary schools within the Trust.
Both schools are known for their strong academic standards and are separated by 11 miles.
Both offer a supportive environment, and commitment to nurturing the potential of each student.
This is an exciting opportunity to work in a vibrant and inclusive school that values both staff and student development.
Job
Overview: As a Maths Teacher, you will be responsible for delivering high-quality lessons across Key Stages 3 and 4, only.
However if you hold considerable experiences in teaching to Key Stage 5 the schools would be willing to offer this as part of your timetable.
The successful candidate will be an enthusiastic educator with strong knowledge of the maths curriculum, capable of inspiring students to achieve their full potential.
You will work collaboratively with the Maths Department to develop engaging and innovative lessons that cater to a wide range of learners abilities.
Key
Responsibilities: * Plan, prepare, and deliver engaging and effective maths lessons in line with the national curriculum. * Assess, monitor, and record student progress, providing constructive feedback to support their academic development. * Develop and maintain a positive and inclusive classro...
