Curriculum Team Leader of Design, Technology and Visual Arts Heanor, England
Job description
We are seeking to appoint an outstanding leader of Design Technology and Visual Arts who has the vision and determination to raise student outcomes across the faculty, where teaching and learning is at the heart of our collaborative practice. The successful applicant will be responsible for teaching and leading all areas of the faculty across KS3, 4 and 5 and must possess the vision and drive to take this faculty to the next level.
How to apply – please complete your candidate profile via our new Every portal. If you are accessing the portal for the first time, you will need to register to add and save your information before tagging your profile to this vacancy. There is a video to help https://vimeo.com/737845492/c1b8e43656. For more information on this post please contact Jess Oliver, Curriculum Team Leader, [email protected], 01773 716396.
Job Description
Purpose of the Role
A. Strategic direction, development and implementation of the faculty
B. Leading, managing and improving student academic progress
C. Analysis of student progress data to ensure progress, and implementing and monitoring improvement strategies where necessary
D. Leading, developing and enhancing the teaching and learning of faculty teachers
E. Lead and manage the work of the faculty team, working with the SLT line lead where necessary
F. Creating a positive learning ethos for students and implementing the school behaviour management procedure
Strategic direction, development and implementation of the faculty
Use the School Improvement Plan (SIP) to develop and implement a prioritised and aligned Faculty SIP and curriculum
Keep up-to-date with new curriculum and syllabus developments, ensuring Schemes of Learning and subsequent assessments are written and developed to reflect this
Lead the direction and development of faculty team meetings to include a relevant agenda
Lead any timetabled or required faculty meetings
Keep staff up to date with any relevant calendar issues and general notices
Plan and implement whole school activities such as mock exams and immersion days
Actively support and promote cross-curricular work and activities to create a more holistic vision of learning and students
Support and work with person responsible for Primary Liaison to ensure effective transition and student recruitment
Ensure that strategies are in place to encourage and facilitate an exchange of information between school and home in line with relevant Home/School Agreements
Leading, managing and improving student academic progress
Lead the academic progress and discipline of students in the faculty
Monitor the progress made by students towards achieving targets and identify any under-achieving students
Liaise with SEN / Inclusion to ensure SEND students are tracked, supported and provided with interventions where required
Ensure suitable Schemes of Learning are in place reflecting national exam and assessment requirements
Be responsible for the monitoring of student homework through regular sampling
Ensure that whole school assessment and monitoring policies are carried out
Structure, regularly review and evaluate differentiated schemes of work that are:
consistent with national/curriculum policy
are a reflection of the learning needs of our students
readily translated into structured and differentiated lesson plans
enables review and revision of group composition on a regular basis that reflects the changing learning needs of students
Lead the knowledge of all syllabus and examination board requirements and liaise with examinations’ secretary to meet all deadlines
Analysis of student progress data to ensure progress, and implementing and monitoring improvement strategies where necessary
Carry out an annual exam/progress review using national, School, Trust and regional data
Set appropriate and challenging targets
Ensure the use effective data to implement appropriate mentoring and intervention programmes for students as required (e.g. immersion days, revision classes, booster sessions, one-to-one tuition and parental contact)
Coach for and monitor the team in the report writing process and ensure that all reports are:
positive and professional
give authentic and factual feedback
use an agreed format and language
completed to meet deadlines
Leading, developing and enhancing the teaching and learning of faculty teachers
Ensure that accurate and easily accessible records are kept on each student and that these records are disseminated properly
Lead and implement the whole school QA programme to include OPP reporting and activities
Co-ordinate regular lesson observations as part of whole school QA and Appraisal programmes
Monitor staff use of data to check student progress, ensuring that progress of sub-groups is addressed
Be responsible for staff development within the faculty
Match teachers’ strengths to particular classes when timetabling, whilst ensuring that all staff have an appropriate experience for their own professional and personal development
Encourage staff/students to participate in a variety of enrichment activities related to learning and development
Provide support for ITT, NQT and RQT teachers in line with national, Trust and school policy
Lead and manage the work of the faculty team, working with the SLT line lead where necessary
Set high standards that are aligned with The Spencer Academies Trust Employee and Volunteer Expectations and Code of Conduct policy
Continue to develop a culture of joint planning, sharing resources and open-door policy in the faculty team
Lead a faculty team which reflects the school’s vision statement
Line manage staff within the team, including appraisals
Lead and manage the faculty team to high standards of performance, including challenging aspects of underperformance in line with the school’s coaching support and disciplinary procedures
Ensure that faculty cover work is set when required, quality assuring for purpose
Creating a positive learning ethos for students and implementing the school behaviour management procedure
Set standards through the use of positive behaviour management techniques including the Rewards Pathway
Ensure sanctions for poor student discipline are in place, aligned with the whole school Behaviour Pathway
Encourage high standards of work, behaviour and dress in students
Commend students for excellent work or effort
Develop and maintain an appreciation of pride and enthusiasm in the faculty and amongst students and generate a culture of achievement and success
All Leaders
PROFESSIONAL DEVELOPMENT
Our expectations of all High Achieving team leaders are that they will:
Ensure that all schools policies are implemented consistently by all members of the team
Ensure that all staff keep a portfolio of success stories
Provide formal feedback on performance through a variety of methods
Make explicit their expectations of team members
Have regular 1:1 interviews with team members for action planning
Provide opportunities for career growth
Carry out careful monitoring/coaching of team members
Organise and chair team meetings, give agendas and produce minutes and ensure that team meetings provide a forum for the discussion and review of current developments and learning opportunities
Ensure the setting of personal performance targets
Offer regular and appropriate feedback which is authentic, specific, thorough and gives positive reinforcement, and which will ensure that each individual has a realistic self-concept.
Give clear instructional goals for learning
Produce and maintain a faculty handbook which reflects all school policy, sets high expectations and embraces the best practice*
Have responsibility for:
Deployment of team budget in line with school priorities*
Ordering*
All items on team inventory*
Participate in the selection, appointment and induction of new staff in line with statutory/school policy
Ensure that their teams and team areas are well resourced and maintained
Ensure that when team members are absent appropriate arrangements will be made to ensure that their role is covered
Ensure that school policy on Health and Safety (including emergency response and fire alarm) are adhered to by team members
Provide reports for Principal/Governors as requested
Ensure that opportunities are provided for Spiritual, Moral and Cultural Development
TEAM BUILDING
Promote and acclaim individual and team success across a wide range of academic and non-academic achievement
Facilitate regular review and sharing of learning success
Have in place strategies to build the self-esteem of team members
Be involved in the coaching of team members
Balance the need of individuals with needs of the team/institution
Use the skill and energy of all personnel to the best effect
Ensure that their team is a learning team
Express confidence in the abilities of the team
Have in place strategies for regular review/evaluation of
the extent to which targets have been met
how are we going to move forward?
* Denotes subject areas only.
The School’s expectations of a High Achieving Classroom Teacher is that he/she will:
PROFESSIONAL EXPECTATIONS
Be part of a learning environment and a love of learning for its own sake
Be aware that learning is an interaction of numerous variables, most of which are personal
Be aware that learning is an individual and subject process
Know that learning is not linear
Develop a vocabulary and agreed principles for constructive feedback for students and parents
Make explicit their expectations of students
At all times recognize and implement all school policies consistently and fairly, e.g. marking, spelling, report writing, homework
Arrive on time, welcome students and start with encouraging and achievable activities
Protect the learning of students by challenging all disruptive behaviour in the agreed manner and dealing with situations where the learning of students is being adversely affected
Regularly review own performance and lesson content
Have high academic and behavioural expectations for all students
Know the learning needs of students and keep up to date with current knowledge and models of how we learn
Produce lessons which encompass a wide variety of learning strategies
Re-evaluate their work as a teacher in the light of student outcomes
Provide opportunities for spiritual, moral and cultural development
Promote an understanding of the use of ICT
Advise, take advice from and liaise with support staff
TEACHING AND LEARNING
Provide regular opportunities during lesson for students to review their progress
Be aware that there are numerous outcomes to any learning activity
Start each lesson by communicating to the students a clear review of what’s gone before, a preview of what is to come, specify the outcomes for the lesson in a motivational way
Provide opportunities and activities which encourage independent learning skills
Encourage students to challenge themselves and then learn from their mistakes
Create a visually stimulating and helpful learning environment
From subject specific schemes of work produce lessons which are appropriate to the learning needs of individual classes
Encourage peer coaching
Be aware of the basic difference of how boys and girls learn, different intelligences and learning strategies
Make effective use of comprehensive and differentiated schemes of work
Engage emotions of students in the knowledge that learning has to engage the heart as well as the mind and that students have to want to learn
Teach the student thinking skills
Use appropriate strategies for delivering content
Use examples which learners can readily recognize
MENTORING AND STUDENT PROGRESSION
Encourage students to keep a portfolio of success stories
Carry out careful monitoring/assessment of students through accepted procedures, including attendance
Through the careful marking of work, 1:1 sessions with students, written reports and parent consultations, offer regular and appropriate feedback which is authentic, specific and thorough and will help students meet their learning goals
Ensure that students review their learning experiences in order to inform their future learning goals through the setting of personal performance targets
Hold 1:1 mentoring interviews with students to reflect on successful outcomes and to set appropriate learning targets for improvement in line with school policy
Provide opportunities for spiritual, moral and cultural development
Promote an understanding of the use of ICT
ALL EMPLOYEES
Our expectations of all High Achieving employees are that they will:
CORE VALUES
Be committed to being part of and actively promoting a high consensus school with shared beliefs, values and goals
Be aware that children’s learning is at the centre of what we are about and that learning is a partnership
Have an awareness of human relationships and emotional intelligence and the need for respect, recognition, reinforcement and communication
Have a knowledge of the current health and safety policy which must inform all practices
Have a vision of how things should be and a moral sense of how to get there
Be aware of and care for the physical and emotional state of resources and environment/community
Provide a challenging learning environment for the student
POSITIVE REINFORCEMENT
Be aware that leadership is part of everyone’s job description and that leadership has to be pervasive
Act as a positive role model and exemplify the culture of learning
Enthuse members of the community to model the sorts of positive attitudes and behaviour we seek to support
Contribute to the creation of a positive and supportive learning environment by giving specific feedback about what an individual has achieved, using praise at every opportunity and freely communicating and sharing information where appropriate
Provide opportunities for the celebration of success and help to build and maintain positive self-esteem for themselves and others
Realise the need to separate the personal from the professional and the person from the behaviour
PERSONAL AND PROFESSIONAL RESPONSIBILITY AND DEVELOPMENT
Be consistent in living to and applying a set of personal beliefs and values consistent with relevant school policies and procedures
Operate in a culture of continual development and growth having high expectations of themselves and what is expected of them
Be aware that a learning employee who is able and willing to learn from experiences is the most effective employee
Be clear about and work within the roles and responsibilities of themselves and others
Value personal growth and development, be self-motivated and have the skills and knowledge to fulfil their role
Keep records appropriate to and commensurate with their roles and responsibilities and school policy
Manage resources effectively and fairly
Be involved in the planning of work at a team level within the context of the school development plan
Give respect and consideration to those students with special needs
Carry out any other reasonable duties as directed by the Principal
WORKING WITH YOUNG PEOPLE
Support the school’s agenda for safeguarding and promoting the welfare of students
Provide positive and appropriate role model in day to day dealing with individual students and groups of students at all times
Form and monitor appropriate relationships and personal boundaries with students
Ensure that concerns regarding inappropriate practice/behaviour by colleagues are reported directly to the appropriate line manager
GENERAL
Work in a professional manner and with integrity and maintain confidentiality of records and information.
Maintain up to date knowledge in line with national changes and legislation as appropriate to the role
Be aware of and comply with all Trust policies including in particular IT, Health and Safety and Safeguarding
Participate in the Trust Professional Performance Review process and undertake professional development as required
Adhere to all internal and external deadlines
Contribute to the overall aims and ethos of the Spencer Academies Trust and establish constructive relationships with nominated Academies and other agencies as appropriate to the role
These above-mentioned duties are neither exclusive nor exhaustive, the post- holder maybe required to carry out other duties as required by the Trust.
The Spencer Academies Trust is committed to safeguarding and promoting the welfare of all our students and expects all employees and volunteers to share this commitment. All posts are subject to enhanced DBS checks and completion of Level 2 safeguarding training.
Person Specification
EssentialDesirable
Experience
Proven track record of good / outstanding classroom practice
Experience in teaching current curriculum specifications
Proven track record of results
Experience of leading/managing a team or school project
Line management of other staff
Education and training
Qualified teacher status
Graduate: Good Honours Degree
Record of continuing professional development
Ability to teach at KS3 and KS4
Ability to teach at KS5
Knowledge
Knowledge and understanding of current GCSE specification, National Curriculum and current initiatives
Knows how to use data for target setting and improving performance
Understanding of key student groups including SEN and the barriers that these students face to learning
Good knowledge of pedagogy, how students learn and teaching and learning styles
Knowledge of effective assessment strategies
Sound understanding of OFSTED framework
Able to plan clearly and systematically in order to build on current and previous attainment of students
Involvement in whole school initiative(s)
Skills/Aptitude
Good classroom practitioner using effective behaviour management and a range of learning strategies
Excellent relationships with students, parents and colleagues
Ability to use data in educational improvement
Ability to inspire and motivate both staff and students
Ability to work effectively under pressure and meet tight deadlines
Creativity, energy and enthusiasm
Excellent records of punctuality, attendance and health
Adherence to professional code of conduct and dress
Willingness to research, draw upon and implement good practice from elsewhere
Flexibility and adaptability to change
Able to offer contributions to whole school/extra-curricular activities
Committed to
Students continuing to study beyond Key Stage 4
Raising the aspirations of all students.
Notion of continuous improvement in all aspects of school life
Inclusion and a positive “can do” approach to learning
Supporting other staff in terms of expectations and behaviour management
Vision and personal drive for the future of Inclusion
High level of student achievement/ progress in own teaching
Flexible working practices/willingness to go that “extra mile”
Teaching and learning
Excellent classroom teacher
Knowledge and experience of using wide variety of teaching and learning strategies across different Key Stages
Able to assess pupil performance and set targets for future attainment
Design, produce and share high quality learning schemes and resources
Have an exciting vision for the relevant faculty which can be shared and constantly enhanced
Personal attributes
Excellent attendance and punctuality record
Always meets deadlines
Manage daily responsibilities and priorities
Able to work on own initiative as well as part of a team
“Professional” role model
High personal standards
Make informed decisions on a daily basis
Innovative and able to stimulate initiative in others
Recognition of the importance of personal commitment to the Trust’s ethos, aims and whole community
Ambitious
Job Types: Full-time, Permanent
Salary: £28,000.00-£43,684.20 per year
Benefits:
- Company pension
- Cycle to work scheme
- Employee discount
- Free parking
- On-site parking
- Wellness programme
Schedule:
- Monday to Friday
Supplemental pay types:
- Yearly bonus
Work Location: In person
Application deadline: 19/05/2023
Reference ID: Curriculum Team Leader of Design, Technology and Visual Arts
Expected start date: 01/09/2023
