Teacher of DT in Hastings

Hastings Full-Time No working from home possible

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Overview

This is a rare opportunity to help shape the future of Design & Technology at Claremont. As DT Teacher, you will carry out the professional duties of a teacher in accordance with Claremont's policies and under the direction of the academic team, delivering high-quality DT education from Year 7 through to A-Level and playing a full part in the co-curricular and pastoral life of the school.

Job Description

Teacher of DT Job Description

Overview

You will work with students across the full Y7-13 age range, spanning both our Senior and Prep School sites — and you will do so at a genuinely formative moment for the subject. DT is newly established at Y7/8, backed by fresh investment in facilities and materials, and this role carries the lead in taking it forward: building the curriculum, culture and ambition of DT lower down the school while sustaining the excellent standards that already define it further up. Few posts offer this degree of ownership — you won't just teach DT at Claremont, you'll help build it.

As part of the International Schools Partnership, you'll also join a global community of over 120 schools, opening up opportunities for professional development, collaboration with DT specialists across the group, and career progression beyond Claremont itself.

Location: Claremont Senior and Prep Schools

Line Manager: Head of Creative Faculty

Hours: 0.6/0.8

Key Responsibilities

To deliver the appropriate curriculum, from Y7-13, as outlined by the Head of Faculty.
To contribute to the review, development and management of the Department’s curriculum as required by the Head of Faculty.
Employees should work within the framework provided by the school’s policy statements to fulfil the general aims and objectives of Claremont School.

Key Tasks

To teach your Design & Technology up to and including A Level, in line with departmental schemes of work.
To contribute to the development of the curriculum in line with the expectations of the Head of Faculty.
To oversee and organise the resources for each group of students you teach within the resource parameters of the department.
To prepare, amend and contribute to the scheme of work, organise trips and visits and deliver basic subject analysis.
To deliver teaching of a high standard.
To ensure all students make excellent progress in their learning.
To maintain standards of discipline in line with Claremont’s policies.
To ensure classrooms used remain tidy, orderly and conducive to good learning.
To manage all equipment and resources within the subject area, including ordering of materials for students
To maintain the highest possible standards of health & safety within the DT classroom area
To work with the facilities team to ensure health & safety compliance in the classroom area and inform line manager of any potential issues
To maintain risk assessments for all equipment and resources in your subject area.
To complete all student assessment requirements, including the regular marking of homework, assessments, and coursework as appropriate.
To continually update knowledge and understanding of the department’s curriculum through personal reading, research and training.
To attend required meetings with colleagues and parents relative to duties outlined in this job description. To attend and participate at INSET and mandatory training.
To participate in allocated staff duties, staff meetings and whole school events.
To advise the Head of Faculty on resources required to enable effective teaching of the subject.

Pastoral Responsibilities

To attend major school events (including occasional evenings and weekends).
To represent your academic department at parents’ evenings and open days.
To take part in the pastoral arrangements at Claremont, including attendance at Assemblies.
To perform the tasks and duties of a Form Tutor.

Other Considerations

To undertake such other duties as the Deputy Principal and Principal may reasonably request.
To contribute to the co-curricular programme of Claremont School.
To continue the roles outlined in this job description to the highest level.

Skills, Qualifications And Experience

Qualified teacher status (QTS)
Relevant subject degree
Strong technical knowledge and proactive approach towards continuing professional development
Articulate, communicative, and strong attention to detail
Works well as part of a team
Organisation skills: well organised and able to prioritise tasks
A flexible, "can do" attitude

Benefits

A varied role, within a fast-paced environment
A supportive and friendly team
Remission of fees in line with the School fees discount policy
Free dining and refreshments during term time
Free on-site parking
A walk away from Bodiam Castle
Employee Assistance Programme – a 24-hour individual assistance programme
Company Pension
Access to iSP Learning Hub – an online professional development platform with hundreds of courses to widen your knowledge and support career growth
Part of the ISP group of schools, with opportunities for international career development and international learning opportunities

ISP Principles

At ISP, we put learners and learning first.

Begin with our children and students. Our children and students are at the heart of what we do. Simply, their success is our success. Wellbeing and safety are both essential for learners and learning. Therefore, we are consistent in identifying potential safeguarding issues and acting and following up on all concerns appropriately.
Treat everyone with care and respect. We look after one another, embrace similarities and differences and promote the well-being of self and others.
Operate effectively. We focus relentlessly on the things that are most important and will make the most difference. We apply school policies and procedures and embody the shared ideas of our community.
Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Teacher Role Profile - Key competencies

Atmosphere. You enable students to learn in a safe, open, caring, collaborative and inclusive atmosphere. Your students feel confident to have open and honest conversations about their learning and how they can get better. You create a positive atmosphere by building relationships, behaviors, and inclusive learning experiences that support a good struggle for all your learners. You engage in professional and respectful dialogue with colleagues and the wider school and ISP communities about learning and teaching, with a shared commitment to getting better.
Shared Ideas. You know and model the school’s values and contribute to its mission and vision through your daily actions. Through all aspects of learning and teaching, you create a strong sense of shared behaviors and purpose for learners and their learning.
A Focus on Learners and Learning. You put learners and their learning first. Your understanding of the difference between learning and the factors that affect learning enables you to plan and support a good struggle for all your students to get better. You are committed to your personal and professional learning and development, engaging in a series of learning visits and inquiries with colleagues and leaders to support your ongoing self-evaluation. You are an active and valued member of dynamic learning communities,
Learning and Teaching. You put learners and their learning first in your design and facilitation of learning outcomes, content and experiences, which are underpinned by positive and supportive relationships. You understand the types and phases of learning and apply your knowledge, skills and understanding of these to effectively facilitate learning, teaching, and assessing to meet the personalised needs of each student. You empower students to lead their own learning, supporting them to monitor, assess and adjust their learning in response to feedback. You continuously inquire into the process of learning, making evidence-informed decisions and taking action to further improve learning and teaching.
Evidence of Learning. You gather, document and analyse evidence of learning from various sources and use this to identify targets and action steps for improving learning. You support students in knowing the different ways their learning can be evidenced and how to use feedback and learning advice to get better. Evidence enables you to make secure judgments about your students’ learning in line with their personal learning goals, age and stage appropriate expectations, and local, national and international benchmarking. You document and share evidence of learning to answer the questions: “What are my students learning?” and “How do I know?”.
Leadership for Learning. You see yourself as a leader for learning and demonstrate the same vision, values and commitment as school leaders to support students to continuously learn and get better. You take responsibility for where students are now with their learning and the targets and action steps needed to improve. You support students to become leaders of their own learning by helping them develop their voice, choice and ownership of their learning process.
Learning Spaces. You create and use spaces to

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