Faculty Booklet - Temporary Teacher of Maths

BRADON FOREST SCHOOL
MATHEMATICS FACULTY
Temporary Teacher of Mathematics
(Maternity Cover)
‘Challenge and Aspire to Achieve Beyond Expectations’
19.12.14
Temporary Teacher of Mathematics
This booklet contains:
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An overview of our Mathematics Faculty including examination results
The job description for the post of Temporary Teacher of Mathematics
The person specification for the post of Temporary Teacher of Mathematics
Mathematics Faculty
The Mathematics Faculty is well resourced and is located in Tyler Block and Thomas Block. There
are eight main classrooms and a mathematics resource area and office. The Mathematics Faculty
has built up a good selection of equipment, reference materials and texts. We use Active
Inspire/on-line textbook and other software plus we also have a subscription to materials on
MyMaths.co.uk. The Mathematics Faculty at Bradon Forest is a forward-thinking, innovative and
successful team.
The Mathematics Faculty comprises a team of four full-time and a number of part-time well
qualified and experienced teachers, plus a linked specialist teaching assistant. The team works
closely together to ensure a coherent and smooth progression for all students as they pass from
Year 7 to Year 11.
Alison Henly
Toby Widdop
Michelle James
Nick Duncan
Charlotte Hooper
Jim Towers
Andrea Griggs
Head of Mathematics Faculty
Second in Mathematics Faculty
Learning Manager: Mathematics (part-time)
Teacher of Mathematics
Teacher of Mathematics (part-time)
Teacher of Mathematics
Mathematics Senior Teaching Assistant
Mathematics Classes
When children first arrive from their junior schools and join our Year 7, they are taught
Mathematics for the first few weeks in their mixed ability tutor groups. This enables us to get to
know their strengths and identify areas that might need particular attention. However, like most
secondary schools, we soon set for mathematics teaching so that we can teach at a level that suits
all the students in the class. Very able children can push ahead quickly, and those who need a
slower pace can feel more confident that they are learning their work thoroughly.
In the first term of their first year, students are placed in their new mathematics sets. This setting is
based on a number of factors including test results, performance in class and records from their
previous school. Children do progress at different rates in Mathematics as they grow up and we
monitor students carefully as they travel through the school. Set transfers are a common
occurrence.
Mathematics Curriculum
As in all schools, we use the National Curriculum as a basis for our teaching. This determines the
content of what the students learn, but not the way in which it is taught. At Bradon Forest, we try to
use a variety of approaches so that all students have an opportunity to experience ways of working
which suit them. There is an over-arching scheme of work in all years.
Mathematics Examinations
We have standardised assessments each term with analysis grids to identify areas of strengths
and weakness which guide our planning and teaching.
We currently use the Mathematics GCSE set by Edexcel. Students in the school enter for this
exam at Foundation or Higher. We have a policy of entering students for the tier in which they are
likely to achieve the highest grade.
Mathematics Homework
We set Mathematics homework regularly to all classes throughout the school. We encourage
parents to look frequently at the homework and even to help if they feel it is appropriate.
Examination Results
Exam results in Mathematics have always been very good at Bradon Forest with results above the
national average.
GCSE
Mathematics
2010
2011
2012
2013
2014
A* - C Grades
63%
67%
72%
80%
68%
BRADON FOREST SCHOOL
Teaching Staff Job Description
Temporary Teacher of Mathematics
OVERALL PURPOSE:
The education and welfare of designated classes of students in accordance with the requirements of
Conditions and Employment of School Teachers, having due regard to the requirements of the
National Curriculum, the school's aims, objectives and schemes of work and any policies of the
Governing Body. To share in the corporate responsibility for the education, wellbeing and discipline
of all students.
TEACHING RESPONSIBILITIES:
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Teach across a full range of classes.
Prepare, present and review lessons in accordance with faculty schemes of work and National
Curriculum requirements.
Mark students' work, make and record assessments in accordance with faculty and school
policies, examination board regulations and statutory requirements, and to report results of the
above to parents and other interested parties.
Use a variety of teaching and learning styles in accordance with faculty and school policies.
Play a full role as a faculty team member and share in general tasks, responsibilities and
administrative duties in the faculty.
Contribute to curriculum development in the faculty.
Attend faculty and departmental meetings as required.
To comply with the Health and Safety Policy of the faculty, including being responsible for
'risk assessment’ as appropriate.
Responsible to: Head of Faculty
CONDITIONS OF EMPLOYMENT:
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The above responsibilities are subject to the general duties and responsibilities contained in
the written statement of conditions of employment (the Contract of Employment).
The postholder is required to support and encourage the school's ethos and its objectives,
policies and procedures as agreed by the governing body.
To ensure confidentiality appropriate to working in a school/business environment and to adhere
to all policies regarding same.
To uphold the school's policy in respect of child protection matters.
S/he shall be subject to all relevant statutory and institutional requirements.
The postholder may be required to perform any other reasonable tasks after consultation.
This job description allocates duties and responsibilities but does not direct the particular
amount of time to be spent on carrying them out and no part of it may be so constructed.
This job description is not necessarily a comprehensive definition of the post. It will be reviewed
at least once a year and it may be subject to modification at any time after consultation with the
postholder.
All staff participate in the school's performance management/appraisal scheme.
OUTLINE JOB SPECIFICATION: ALL SUBJECT TEACHERS (MPS – UPS3)
All Teachers - Main Scale
Purpose
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To inspire children to learn.
To promote an awareness and appreciation of cultural and spiritual life.
To have responsibility for the planning, delivery and assessment for allocated/identified groups of
students.
To facilitate and encourage a learning experience which provides all students with the opportunity
to achieve their individual potential.
To monitor and support the overall progress and development of students as a teacher and to
ensure student achievement within allocated groups is at least in line with expectations.
To be accountable for progress and achievement of students within these groups.
To contribute to raising standards of pupil attainment.
To implement school policies and procedures as appropriate in day-to-day activities.
Teaching
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Plan appropriate high quality learning experiences for all allocated groups of students; which
meets internal and external quality standards.
Use knowledge of prior attainment and on-going assessment data to ensure planned learning
activities are appropriate for all students, providing support for students with SEN and challenge
for more able students.
Mark, assess, grade, record, provide diagnostic feedback and report on students' work regularly
in accordance with published school and subject marking policies.
Provide, or contribute to, oral and written assessments, reports and references relating to
individual students or groups of students.
Undertake regular assessments of students' progress, in accordance with published school,
subject and examination board assessment requirements; report the outcomes of such
assessments to the subject leader, students and parents as appropriate; ensuring all set
deadlines are met.
Attend parental consultation evenings for all groups of allocated students.
Consistently teach at least satisfactory lessons, with the aim of consistently delivering good or
better lessons.
Manage the classroom behaviour of allocated groups of students using the school's published
procedures for rewards, referrals and sanctions to encourage high standards of punctuality,
behaviour, standards of work and homework.
Attend all subject team meetings and all pastoral team meetings as per staff calendar.
Contribute to developments within the subject/year team, as agreed with the Subject
Leader/HOF/Pastoral Staff.
Contribute to the delivery of revision, coursework, catch-up and enrichment programmes, as
agreed with the Subject Leader/HOF.
Except in emergencies, ensure appropriate cover work is set when unable to fulfil teaching
responsibilities.
Pastoral
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To help to monitor student attendance together with students' progress and performance in relation
to targets set for each individual; ensuring that follow-up procedures are adhered to and that
appropriate action is taken where necessary.
Where required to act as a Form Tutor and carry out the duties associated with the role as
outlined in the generic job description.
To contribute to PSHEe, citizenship and enterprise according to the school policy.
General
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Undertake continued personal professional development activities, as agreed with the Subject
Leader/HOF and/or Deputy Headteacher (CPD). Play a full part in the life of the school
community; support the school's priorities and ethos and encourage students to follow this
example.
Where required undertake the role and responsibilities of an academic tutor for an identified
group of students.
Participate in subject team activities arranged for open evenings. Undertake duties as per
published rotas.
Undertake any other responsibilities or tasks as reasonably requested by the Headteacher.
Teachers on Upper Pay Spine (UPS)
In addition to the Main Scale specification, teachers who have progressed to the Upper Pay Spine
will be expected to undertake additional responsibilities in line with their contracts (STPCD).
The scope of these should increase along with UPS progression (ie UPS1 to 3):
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Teach consistently good or better lessons, with the aim of improving to deliver an increasing
number of outstanding lessons. Where appropriate, to model best practice for other staff including
teaching 'demonstration lessons' as required.
Contribute to developments within the subject/year team and lead on appropriate aspects, as
agreed with the Subject Leader/HOF and/or Deputy Headteacher (CPD).
Develop resources for use by other staff.
Undertake induction, coaching and mentoring of identified staff or trainees, as agreed with the
Deputy Headteacher (CPD).
Contribute to the whole school professional development programme as appropriate.
Actively pursue ways to improve working practices and student outcomes across the school.
Provide guidance, support and mentoring for identified students, as agreed with the Pastoral
Lead/Link SMT for student mentoring.
-----------------------------------------------------Due to the nature of the position for which you are applying, and to ensure your suitability for this
type of work, you will be required to apply for a Disclosure from the Criminal Records Bureau if you
have been successful in your application. This application will be made before your appointment is
confirmed.
Bradon Forest School will apply on your behalf and pay the necessary fee. Having a criminal
conviction will not automatically exclude you from employment, this will depend on the nature of
the position and the circumstances and background of the offences committed.
Person Specification for Temporary Teacher of Mathematics
Qualifications
Essential
Qualified teacher status.
Desirable
Relevant good honours degree
Experience
Experience (as Teacher/Trainee) in a mixed
comprehensive school.
Experience of variety of teaching strategies
including whole class, groups and one–to–one.
Form tutoring
Experience outside
education
Knowledge
Up to date subject knowledge including
understanding of assessment techniques, AfL and
active /interactive teaching methodologies in
Mathematics teaching.
ICT in its wider application
in schools
Skills and
Abilities
Excellent and innovative classroom practitioner
with good AfL practice.
The ability to use data
effectively to track student
progress
Ability to inspire and engage students.
Evidence of having kept abreast with
developments in teaching and learning in the
subject.
Interest in new
technologies that can
enhance the learning.
Competent in the use of ICT with a broad range of
ICT skills.
Personal
Attributes
Enjoy working with young people and have
enthusiasm for teaching and learning.
Commitment to the wider
life of the school.
Commitment to providing students with a first-class
education.
Ambition to progress
further in the profession.
Excellent communication (spoken and written) and
personal organisational skills.
The ability to build good relationships with students
and colleagues.
Willingness to learn and ask for support.
Capacity to work hard under pressure and to
possess a sense of humour.

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