Teacher of Music

Job Description

Senior School Teacher Job Description

Overview

To carry out the professional duties of a teacher in accordance with Claremont’s policies under the direction of the Principal.

Location: Claremont Senior School

Line Manager: Natasha Smith (Head of Creative Faculty)

Hours: 0.35 FTE

Key Responsibilities

The post holder’s duties will include but not be limited to:

● To deliver the appropriate curriculum 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.

● To contribute to the Department’s co-curricular and events programme 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 subject 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 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 Support 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.

1. 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.

2. Treat everyone with care and respect. We look after one another, embrace similarities and

differences and promote the well-being of self and others.   

3. 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.   

4. 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

1. 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.

2. 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.

3. 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,

4. 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.

5. 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?”.

6. 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.

7. Learning Spaces. You create and use spaces to support and demonstrate the school’s shared ideas

about learners and learning and the ways in which students are getting better. You ensure learning

spaces (physical and digital) are safe, collaborative, accessible and inclusive, and enable students to

play an active role in their development.

8. In Partnership with Parents and Carers. You work in partnership with parents and carers,

communicating with them regularly about their child’s learning, inviting their feedback and using this

feedback to improve learning. You help parents and carers understand the school’s shared ideas about learners and learning in ways that help them to engage confidently when talking about what their child is getting better at, what their next steps are, and how they will be supported at home. You ensure that the individual needs of parents and carers are understood and that they feel informed and involved as valued members of the school’s learning community.

9. Improvement Planning. You are committed to learning and getting better and ensure this

improvement happens strategically and effectively. You are active and accountable for your contribution in setting your own professional goals, targets and action steps that focus on improving

learning and gathering evidence to demonstrate these. You contribute to department and school

learning improvement planning where possible and view the school’s learning improvement plan as

the central focus for getting better together.

Safeguarding & Safer Recruitment

Claremont School 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 and satisfactory Criminal Background Checks or equivalent covering the previous 10 years employment history.

About Claremont

Claremont School is an independent day and boarding school. The Nursery and the Prep School are based in St Leonards on Sea, and the Senior School is located in Bodiam, East Sussex. The school is nonselective and welcomes children and young people from a large catchment area spanning 25 miles. In addition, approximately one third of the students in the Senior School are international boarders.

Children join Claremont aged 2, and the school offers a British curriculum throughout with GCSEs and iGCSEs at KS4, and A Level and Btecs at KS5. In addition, the school delivers outstanding programmes in Performing Arts (winning an award for outstanding School for Performing Arts in 2021) and in football where students can join the Football academy and look to become professional players.

Results and value-added at Claremont are outstanding, with Senior School results beating national averages year on year, as well as more local independent selective schools. We believe that successful schools are the ones that put learning at the heart of everything they do, always aiming to create rounded individuals that can forge successful careers and lives, in a rapidly changing world. Claremont aims to be the "School of Choice" for the local area and supports its young people to excel in all that they do in a safe and inspiring environment.

Claremont School is also part of the International Schools Partnership (ISP) group. ISP was founded by an experienced team of committed educationalists and operators who have worked together over many years. ISP’s growing group of independent schools are located across five continents, including in the USA, Canada, Spain, Italy, India, Morocco, Brazil,  Vietnam, Thailand,  Switzerland, Costa Rica, United Arab Emirates, Qatar, Malaysia, Mexico, Chile, Colombia, Ecuador and Peru, educating children and students from 2–18 years of age. ISP has now expanded to 116 schools that employ over 10,000 staff and deliver multiple curricula to over 80,000 students located across the globe. Being part of this learning community provides unique opportunities for both students and staff at Claremont.

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. 

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.