Teacher of English

1. Set High Expectations Which Inspire, Motivateand Challenge Pupils

• establish a safe and stimulatingenvironment for pupils, rooted in mutual respect
• set goals that stretch and challengepupils of all backgrounds, abilities and dispositions
• demonstrate consistently thepositive attitudes, values and behaviour which are expected of pupils

2 Promote Good Progress and Outcomes byPupils

• be accountable for pupils’attainment, progress and outcomes
• be aware of pupils’ capabilities andtheir prior knowledge, and plan teaching to build on these
• guide pupils to reflect on theprogress they have made and their emerging needs
• demonstrate knowledge andunderstanding of how pupils learn and how this impacts on teaching
• encourage pupils to take aresponsible and conscientious attitude to their own work and study

3 Demonstrate Good Subject and CurriculumKnowledge

• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interestin the subject, and address misunderstandings
• demonstrate a critical understandingof developments in the subject and curriculum areas, and promote the value ofscholarship
• demonstrate an understanding of andtake responsibility for promoting high standards of literacy, articulacy andthe correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading,demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics,demonstrate a clear understanding of appropriate teaching strategies

4 Plan and Teach Well-Structured Lessons

• impart knowledge and developunderstanding through effective use of lesson time
• promote a love of learning andchildren’s intellectual curiosity
• set homework and plan otherout-of-class activities to consolidate and extend the knowledge andunderstanding pupils have acquired
• reflect systematically on theeffectiveness of lessons and approaches to teaching
• contribute to the design andprovision of an engaging curriculum within the relevant subject area/s

5 Adapt Teaching to Respond to the Strengthsand Needs of all Pupils

• know when and how to differentiateappropriately, using approaches which enable pupils to be taught effectively
• have a secure understanding of how arange of factors can inhibit pupils’ ability to learn, and how best to overcomethese
• demonstrate an awareness of thephysical, social and intellectual development of children, and know how toadapt teaching to support pupils’ education at different stages of development
• have a clear understanding of theneeds of all pupils, including those with special educational needs; those ofhigh ability; those with English as an additional language; those withdisabilities; and be able to use and evaluate distinctive teaching approachsto engage and support them

6 Make Accurate andProductive use of Assessment

• know and understand how to assessthe relevant subject and curriculum areas, including statutory assessmentrequirements
• make use of formative and summativeassessment to secure pupils’ progress
• use relevant data to monitorprogress, set targets, and plan subsequent lessons
• give pupils regular feedback, bothorally and through accurate marking, and encourage pupils to respond to thefeedback

7 ManageBehaviour Effectively to Ensure a Good and Safe Learning Environment

• have clear rules and routines forbehaviour in classrooms, and take responsibility for promoting good andcourteous behaviour both in classrooms and around the Academy, in accordancewith the Academy’s behaviour policy
• have high expectations of behaviour,and establish a framework for discipline with a range of strategies, usingpraise, sanctions and rewards consistently and fairly
• manage classes effectively, usingapproaches which are appropriate to pupils’ needs in order to involve andmotivate them
• maintain good relationships withpupils, exercise appropriate authority, and act decisively when necessary

8 Fulfil Wider ProfessionalResponsibilities

• makea positive contribution to the wider life and ethos of the Academy
• developeffective professional relationships with colleagues, knowing how and when todraw on advice and specialist support
• deploysupport staff effectively
• takeresponsibility for improving teaching through appropriate professionaldevelopment, responding to advice and feedback from colleagues
• communicateeffectively with parents/carers in regard to pupils’ achievements andwell-being

Personal & Professional Conduct

A teacher is expected to demonstrateconsistently high standards of personal and professional conduct. The followingstatements define the behaviour and attitudes which set the required standardfor conduct throughout a teacher’s career. Teachers uphold public trust in theprofession and maintain high standards of ethics and behaviour, within andoutside the Academy, by:

• treating pupils with dignity,building relationships rooted in mutual respect, and at all times observingboundaries appropriate to a teacher’s professional position
• having regard for the need tosafeguard pupils’ well-being, in accordance with statutory provisions
• showing tolerance of and respect forthe rights of others
• not undermining fundamental Britishvalues, including democracy, the rule of law, individual liberty and mutualrespect, and tolerance of those with different faiths and beliefs
• ensuring that personal beliefs arenot expressed in ways which exploit pupils’ vulnerability or might lead them tobreak the law

EXPERIENCE

Experience of teaching, learning andassessment to at least KS3/4, preferably KS5

A good understanding of curriculumdevelopments

ABILITIES, SKILLS AND KNOWLEDGE

Able to use a range of teaching andlearning strategies

Commitment to high standards in allaspects of the academy’s work

An understanding of how Assessment forLearning can improve student performance and how to embed this within your department

Confidence in the use of standardcomputer packages and how these can be used to enhance student learning

Able to use student level data toraise standards

Enthusiasm for your subject

Creative problem solving together withwillingness to take on and develop and try new approaches and ideas

Ability to relate to students in apleasant and sympathetic manner and to recognise potential safeguardingissues

Able to communicate both orally and inwriting to students and their parents

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