Mathematics / Additional Mathematics Teacher

Job Description

Tenby International School, Setia Eco Gardens

Job Description of Mathematics / Additional Mathematics Teacher Responsible to: Head Teacher

This job description details key purposes and supporting actions for the role as Mathematics / Additional Mathematics Teacher. This academic year, the following aims and objectives have been identified for all staff to put into practice. These aims and objectives should be at the forefront of your mind when performing your responsibilities and duties in school.

KEY PURPOSES

·       To plan and deliver challenging, engaging and differentiated lessons to ensure the progress of all students.

·       Liaise and communicate daily with key stage staff to ensure the flow of information, continuity and progression across the faculty and school and various stakeholders.

·       To assist with the curriculum and assessment planning and development within relevant subject(s): planning, assessment, recording and reporting procedures.

·       To support the Tenby Schools Vision, Mission and Core Values.

·       Candidates with the capability and interest to teach Accounting are highly encouraged to apply

School-Wide Aims & Objectives for Tenby International School

Teaching and Learning

• To deliver lessons in line with the campus Teaching and Learning Policy.

• To demonstrate use of EAL and literacy strategies in mainstream classrooms.

• To make differentiation in lessons explicit.

• To support, monitor and respond to all aspects of pastoral care for students as a tutor.

• To liaise with stakeholders as appropriate to support student pastoral care and achievement.

• To embed a consistency with Climate for Learning, attendance, rewards and sanctions procedures to promote positive student behaviours.

Professional Expectations and Performance:

• To be proactive with the Appraisal Policy and link CPD activities to support improvements in teaching and learning.

• Establish effective working relationships and communication channels with management, teachers and support staff, which support the school as a community and which cultivate an atmosphere of teamwork.

• To support students consistently on a pastoral level. Demonstrating consistency and initiative for policies and procedures to support the year group and Key Stage Coordinator.

Beyond the Classroom:

• To support and contribute to whole school and campus events.

• To formalise CCAs, lunchtime clubs, events and intervention sessions (where appropriate).

• To support consistency of the new Climate for Learning system and English speaking campus expectations.

Other:

• To support CIS accreditation.

KEY PURPOSES

SUPPORTING ACTIONS

Ensure that, in terms of teaching, planning and assessment, students have access to a first-class education in the subject(s) being studied

§   Interact on a professional level with colleagues, establish and maintain productive relationships with them to promote mutual understanding of the school curriculum with the aim of continually improving the quality of teaching and learning in the school

§   Deliver the highest standards of education in the teacher’s areas of expertise, qualifications and skills

§   Uphold through instruction and example, the highest moral and ethical values including truth, equal opportunity, humanity and respect

§   Teach the students assigned to him/her in a consistently effective and varied manner, according to their educational needs and plan for differentiation taking into account learning styles and identified strengths and/or weaknesses

§   Ensure regular, consistent and lucid planning and preparation of lessons according to the school’s guidelines

§   Encourage students to achieve beyond levels of expectation

§   Consistently motivate students through excellent and varied methods of delivery and strong interpersonal skills

§   Use ICT and other technologies to enhance the quality of learning and teaching for all students regardless of age and/or level of attainment

§   Actively promote and facilitate both independent and life-long learning

§   Facilitate the development of cross-curricular and transferable skills

§   To enrich the curriculum through a range of learning opportunities within and beyond the classroom and in PSHE and as a tutor where required

§   Set and mark work – in school, at home or elsewhere – according to the Marking and Feedback and Assessment Policy

§   Assess work in accordance with school and departmental policy

§   Provide oral and/or written feedback on students’ work including target setting and assessment for learning

§   Mark session and class attendance registers on a daily basis

§   Record marks on mark sheets in Planning Files

§   Liaise with the Head of Faculty to prepare and plan lucid and consistent schemes of work

§   Promote the intellectual, moral, spiritual, cultural, physical and personal abilities and aptitudes of the students in her/his class

§   Providing guidance and advice to students where needed

§   Maintain a well-ordered and stimulating classroom environment

§   Control, monitor and oversee the use and storage of books, equipment or any other materials provided for class usage

§   Report on student progress as required

§   Cooperate with the Key Stage Coordinator, Head of Faculty, the Leadership Team and other colleagues in preparing and developing courses of study

Keep up-to-date with the requirements of internal and public examinations

§   Prepare students for internal and external assessments

§   Assess and report on students in preparation for external assessments

§   Where necessary, assist in the arrangements for and/or conduct of public examinations/assessments

§   Supervise examinations according to allocated rotas devised by the Examinations Officer

§   Prepare, mark and record the results of internal assessments according to fair allocations devised by the Head of Faculty and completed within the designated time frame

Participate in the school’s Appraisal Policy and matters related to professional development

§   Identify and devise personal development targets that are in line with the school’s aims and objectives

§   Monitor, review and where necessary, modify methods of teaching and programmes of work

§   Participate in arrangements for further training and professional development

§   Be aware of current developments within the specific subject area(s) and on a whole school basis and develop one’s own pedagogical practice

Meetings and communication

§   Participate in regular and unscheduled meetings

§   Communicate and co-operate with persons or bodies outside the school as required

§   Use the daybook consistently to record all necessary student incidents – positive and negative

§   Report on student progress and development in line with the school’s assessment expectations

§   In addition to scheduled PTCs and reports, arrange individual parent consultations where necessary

§   Develop parent relationships through positive communication platforms to inform of student welfare – both positives and areas of concern

Participate in administrative and organisational tasks related to the teacher’s daily work and additional tasks deemed necessary from

time to time

§   Supervise and teach any students – regardless of the subject area – whose teacher is unavailable

§   Where possible, give advance notification of absence to the Line Manager and submit and/or communicate detailed cover work to the Head of Faculty / Key Stage Coordinator

§   Maintain lesson plans, records of marks and any other pertinent documentation in the planning file provided in a well-organised and readily accessible state

§   Ensure that, when required, documentation is accurately completed and punctually submitted

§   To complete weekly duties as required.

Contribute to the overall life of the school through the participation in co-curricular activities and whole school events

§   Liaise with the CCA Coordinator regarding CCA duties

§   Where appropriate, plan and deliver a high quality co-curricular programme based on the taught curriculum or the needs/interests of the students, or the teacher’s personal interests

§   Register students attending the particular CCA activity for which you are responsible

§   Attend regular and unscheduled assemblies and whole school/house events

§   To run Lunch Time Clubs when necessary

Limitations to Authority

Changes in procedures, routines or duties must receive prior approval from the Principal.

All expenditure must be justified, authorised and recorded on the appropriate forms according to the accepted school procedures.

Many of these duties may require involvement with the school outside the ‘normal’ working day. This is at the discretion of the Principal and/or the Head of Schools.

ISP Principles

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

and Health & Safety 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.

Are financially responsible. We make financial choices carefully based on the needs of the children, students and our schools.

Learn continuously. Getting better is what drives us. We positively engage with personal and professional development and school improvement.

ISP Commitment to Safeguarding Principles

ISP is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. All post holders are subject to appropriate vetting procedures, including an online due diligence search, references and satisfactory Criminal Background Checks or equivalent covering the previous 10 years’ employment history.

ISP Commitment to Diversity, Equity, Inclusion, and Belonging

ISP is committed to strengthening our inclusive culture by identifying, hiring, developing, and retaining high-performing teammates regardless of gender, ethnicity, sexual orientation and gender expression, age, disability status, neurodivergence, socio-economic background or other demographic characteristics. Candidates who share our vision and principles and are interested in contributing to the success of ISP through this role are strongly encouraged to apply.